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[00:00:08]

THIS MEETING IS NOW CONVENED.

THE TIME IS 1:01 PM.

BOARD MEMBERS PRESENT IN THE BOARD AUDITORIUM ARE TRUSTEE ALLEN, TRUSTEE WADE.

TRUSTEE SANTOS, TRUSTEE CRUZ, TRUSTEE BLUEFORD-DANIELS, TRUSTEE DEIGAARD, AND TRUSTEE HERNANDEZ. I WOULD LIKE TO ASK EVERYONE TO PLEASE SILENCE ALL CELL PHONES.

[SPEAKERS TO AGENDA ITEMS]

OUR FIRST ORDER OF BUSINESS IS TO HEAR FROM SPEAKERS TO SPECIFIC AGENDA ITEMS. WE HAVE 12 SPEAKERS WHO SHALL BE LIMITED TO 2 MINUTES EACH PER BOARD POLICY.

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 THAT YOU MAY NAME YOUR OWN CHILD.

ALL OF OUR SPEAKERS HAVE REGISTERED TO EXPRESS THEIR VIEWS ON THE BUDGET.

WE WILL BEGIN WITH SPEAKERS ADDRESSING THE BOARD VIA ZOOM.

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

IF YOU ARE 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 IDENTIFY AND ADMIT OUR ZOOM SPEAKERS.

MR. [INAUDIBLE], PLEASE TURN ON YOUR CAMERA AND YOU MAY BEGIN.

HI, IS THIS ME? SORRY.

YES, YOU MAY BEGIN.

OKAY. THANK YOU. GOOD AFTERNOON ADMINISTRATION AND TRUSTEES.

MY NAME IS TISH [INAUDIBLE].

HI, MS. [INAUDIBLE], PLEASE CUT ON YOUR CAMERA.

OH, SORRY.

I HAVE IT ON.

OKAY. THERE WE GO. CAN YOU SEE? YOU MAY BEGIN. GOOD AFTERNOON ADMINISTRATION AND TRUSTEES.

MY NAME IS TISH [INAUDIBLE] AND I AM AN HISD PARENT.

I AM HERE TO SPEAK CONCERNING THE PROPOSED BUDGET CHANGES AND THE CENTRALIZATION OF SCHOOL BUDGETS.

I HAVE GRAVE CONCERNS THAT OUR ADMINISTRATION, UNDER NEW LEADERSHIP, IS ONCE AGAIN TRYING TO PUSH THROUGH A BUDGET HEAVY ON PROMISES BUT LIGHT ON FACTS WITHOUT COMMUNITY INPUT.

SUPERINTENDENT HOUSE THE FIRST COMMITMENT YOU MADE TO THIS DISTRICT IS TO BUILD TRUST AND RELIABILITY FOR FAMILIES.

BUILDING TRUST REQUIRES ENGAGEMENT, FEEDBACK AND TIME.

PARENTS, TEACHERS, AND SCHOOL LEADERS ARE EXHAUSTED.

WE'VE BEEN MANAGING COVID, HAVE HAD HUGE LOSSES IN OUR PERSONAL LIVES, AND OUR PRINCIPALS HAVE BEEN MAKING MIRACLES HAPPEN TO COVER OUR CLASSROOMS DUE TO COVID AND TEACHER SHORTAGES. FINALLY, WHEN THINGS SEEM TO BE NORMALIZING IN OUR CLASSROOMS, THE DISTRICT ROLLS OUT AN EXTREME PLAN THAT FUNDAMENTALLY CHANGES THE WAY THAT WE FUND OUR SCHOOLS.

AS A RECENT [INAUDIBLE] IN THE CHRONICLE ILLUSTRATES, DECENTRALIZATION ADVANCES EQUITY IN OUR CLASSROOMS. THE RESEARCH SHOWS THAT IN 2019, HISD SPENT $384 MORE PER STUDENT ON SCHOOLS ATTENDED BY THE AVERAGE LOW INCOME STUDENT THAN SCHOOLS ATTENDED BY OTHER STUDENTS.

SHOULDN'T WE TAKE THE TIME TO MAKE SURE ANY FUNDING CHANGE IS DONE CORRECTLY WITH COMMUNITY FEEDBACK? I AM HEARING SOME POSITIVES FROM SCHOOL LEADERS THAT THERE ARE NEW MODELS ROLLING OUT AS FEEDBACK IS GIVEN, AND I REALLY APPRECIATE THAT.

IT DOES FEEL LIKE THERE'S A DIALOGUE THAT'S STARTING TO OCCUR.

LET'S PAUSE TO MAKE SURE ALL THE VARIABLES ARE CONSIDERED.

THIS ISN'T A PROCESS THAT CAN BE TAKEN ON IN MONTHS, IT'S YEARS.

THANK YOU FOR YOUR TIME.

THANK YOU.

MS. MARTIN, PLEASE CUT ON YOUR CAMERA AND YOU MAY BEGIN.

MS. MARTIN, PLEASE CUT ON YOUR CAMERA AND YOU MAY BEGIN.

OKAY. THANK YOU.

HOLD ON. THANK YOU.

HOLD ON. YES, I'M CALLING TO STATE THAT THANK YOU FOR ALLOWING ME TO ATTEND.

I JUST WANTED TO STATE THAT I AM IN FAVOR OF THE SUPERINTENDENT'S PROPOSAL AND ABOUT EQUALITY. I STAND BEHIND THE STRATEGY PLAN.

AND I ALSO WOULD LIKE TO SEE HISD BE MORE ACTIVE IN ITS PARTNERSHIP WITH HIS COMMUNITY COLLEGE AND THE DUAL CREDIT SITUATION WHERE THEY ALLOW HCC TO COME ONTO THEIR CAMPUSES TO GET THE KIDS MORE EQUIPPED TO START COLLEGE WHILE THEY'RE IN HIGH SCHOOL.

[00:05:03]

I'M IN SUPPORT OF THE SUPERINTENDENT'S POSITION.

THANK YOU. THANK YOU.

OH, AND I'M ALSO IN DISTRICT TWO, HCC.

I MEAN, HISD DISTRICT TWO.

THANK YOU.

MS. SMITH, PLEASE CUT ON YOUR CAMERA AND YOU MAY BEGIN.

MS. SMITH, PLEASE CUT ON YOUR CAMERA AND YOU MAY BEGIN.

YES. CAN YOU HEAR ME? YES, MA'AM. PLEASE CUT ON YOUR CAMERA AND YOU MAY BEGIN.

OKAY. IS THE CAMERA A NECESSITY? YES, IT'S REQUIRED.

MS. SMITH, YOU MAY BEGIN.

MS. GUNTER, PLEASE TURN ON YOUR CAMERA AND YOU MAY BEGIN.

MS. GUNTER, PLEASE CUT ON YOUR CAMERA AND YOU MAY BEGIN.

MS. GUNTER, PLEASE TURN ON YOUR CAMERA AND YOU MAY BEGIN.

MS. [INAUDIBLE], PLEASE TURN ON YOUR CAMERA AND YOU MAY BEGIN.

MS. [INAUDIBLE], PLEASE TURN ON YOUR CAMERA AND YOU MAY BEGIN.

GOOD AFTERNOON, I'D LIKE TO LOOK AT THE MARCH 10, BOARD MEETING Q&A ON THE SUBJECT OF THE GENERAL QUESTIONS RELATED TO THE BOARD WORKSHOP AND STRATEGIC PLAN.

THERE ARE 45 QUESTIONS LISTED, 23 OF THE 45 OR HALF, SAY, IN RESPONSE, AND I'M QUOTING THE DEPARTMENT IS STILL GATHERING THIS INFORMATION FOR A RESPONSE.

QUESTIONS LIKE HOW DO YOU ANTICIPATE THE TEACHER RESPONSIBILITIES CHANGING UNDER THE STRATEGIC PLAN AND BUDGET AS IT RELATES TO CURRICULUM AND LESSON PLANNING, PROFESSIONAL DEVELOPMENT AND CLASS SIZE? HOW IS THIS GOING TO IMPACT CURRENT STUDENT LEARNING? HOW ARE YOU QUALIFYING HIGH QUALITY INSTRUCTIONAL MATERIALS? WHAT IS THE BREAKDOWN OF THE PERCENT OF PRINCIPALS THAT PERFORMED EFFECTIVELY AND EFFICIENTLY OR NOT DURING THE PRE-COVID, COVID AND POST-COVID PERIODS? ONE THIRD OF TEACHERS SURVEYED ARE THINKING ABOUT LEAVING, BUT WHAT IS THE PERCENT OF PRINCIPALS, SUPPORT STAFF, POLICE AND HIGHER LEVEL ADMIN? AND WHAT ARE THE RESULTS OF THE ENROLLMENT STUDY AND INITIATIVE? THERE ARE NO ANSWERS TO THESE QUESTIONS AND SO MANY OTHERS LIKE WHERE IS THE EVIDENCE SUPPORTING THE OUTCOMES OF AN FTE OR HYBRID FTE MODEL IN A LARGE, DIVERSE DISTRICT LIKE HISD? AND WHY WERE THESE CHANGES REVEALED AFTER THE SCHOOL CHOICE LOTTERY, WHERE STUDENTS AND PARENTS HAVE COMMITTED TO PROGRAMS THAT MAY BE DECIMATED BY THE PROPOSED BUDGET

[00:10:01]

TRANSFORMATION? SO WHY IS THE SUPERINTENDENT FORGING FULL SPEED AHEAD ON THIS MASSIVE [INAUDIBLE]? WHEN OUR BOARD ARE 253 PRINCIPALS, THOUSANDS OF TEACHERS AND STAFF, PARENTS AND STUDENTS CANNOT GET BASIC ANSWERS.

ONE OF THE SUPERINTENDENTS STATED, CORE VALUES SAYS, WE FOLLOW THROUGH ON OUR COMMITMENTS.

WE ARE RELIABLE, WE ARE TRANSPARENT, AND WE FOLLOW THE RULES.

OUR ADMINISTRATION AND STAFF MUST EARN THE COMMUNITY'S TRUST.

I'M ASKING YOU TO DO THAT.

THIS BUDGET PROCESS IS THE ANTITHESIS OF THOSE STATED COMMITMENTS AND VALUES.

PRESS PAUSE.

DO THE HARD WORK OF CONSULTING ALL THE STAKEHOLDERS AND COME BACK WITH AN EVIDENCE BASED, DETAILED PLAN.

ACADEMIC YEAR 23-24 OR 24-25.

THANK YOU. THANK YOU.

MS. SMITH, PLEASE TURN ON YOUR CAMERA AND YOU MAY BEGIN.

MS. SMITH, PLEASE TURN ON YOUR CAMERA AND YOU MAY BEGIN.

MS. SMITH, PLEASE TURN ON YOUR CAMERA AND YOU MAY BEGIN.

YES, I'VE TURNED MY CAMERA ON.

[INAUDIBLE].

YES, SORRY ABOUT THE TECHNICAL DIFFICULTY I HAD TO, YOU CHANGED TO ANOTHER DEVICE, BUT THANK YOU SO MUCH FOR ALLOWING ME JUST A FEW MOMENTS AND I'LL BE VERY, VERY BRIEFLY.

THANK YOU FOR ALLOWING US AS COMMUNITY MEMBERS TO PARTICIPATE IN THIS BUDGET MEETING WORKSHOP. I'D LIKE TO JUST LEAVE WITH YOU THE NEED TO MOVE FORWARD AND MOVE FORWARD WITH EQUALITY, EQUITY, AND JUSTICE THAT EACH COMMUNITY DESERVES, EACH CHILD DESERVES, EACH TAXPAYER DESERVES.

UNDER EQUALITY THE ASSUMPTION IS THAT EVERY ONE BENEFITS FROM THE SAME SUPPORT.

THIS IS WHAT I CALL EQUAL TREATMENT.

THE SECOND WORD, EQUITY.

EVERYONE GETS THE SUPPORT THEY NEED.

THIS IS THE CONCEPT OF AFFIRMATIVE ACTION, THUS PRODUCING EQUITY.

THIRD JUSTICE YOU CAN SEE WHAT HAPPENS DURING THE PROCESS OR THE EDUCATIONAL PROCESS OR THE BUDGETING PROCESS WHEN YOU'RE TRYING TO DEVELOP EQUALITY AND EQUITY WITHOUT SUPPORTS OR ACCOMMODATIONS.

WHEN YOU WHEN AND ONLY WHEN YOU REMOVE THE CAUSE OF THE INEQUALITIES.

THAT ARE BEING ADDRESSED.

THE SYSTEMIC BARRIER MUST BE REMOVED IN ORDER TO PROVIDE ADEQUATE STAFFING.

THANK YOU.

MS. GUNTER, PLEASE TURN ON YOUR CAMERA AND YOU MAY BEGIN.

[00:15:05]

YOU NEED TO CONNECT TO YOUR MICROPHONE AND THEN YOU MAY BEGIN.

HELLO? YES, YOU MAY BEGIN.

HI. YES, I'M CALLING ABOUT THE SUPPORT FOR THE SCHOOLS OUT HERE IN THE NORTHEAST.

WE'RE LACKING A LOT OF SERVICES AND PROGRAMS, AND I'M IN SUPPORT OF SUPPORTING OUR COMMUNITY, ESPECIALLY WHEN IT COMES TO THIS.

MS. GUNTER, CAN YOU TURN THE CAMERA ON YOURSELF, PLEASE? OKAY. SORRY.

I KEEP HAVING PROBLEMS. I NEVER MESS WITH MY CAMERA.

OKAY, THERE YOU GO.

YOU CAN BEGIN. CAN YOU HEAR ME NOW? YES, MA'AM. OKAY.

MY NAME IS KATHY GUNTER, AND I'M CALLING IN SUPPORT OF MONIES COMING TO THE NORTHEAST.

WE HAVE PEOPLE LEAVING OUR COMMUNITIES.

WE DON'T HAVE PROGRAMS. WE DON'T EVEN HAVE MAGNET PROGRAMS IN OUR COMMUNITY.

AND I'M CALLING TO IN SUPPORT OF THAT BECAUSE WE NEED THOSE PROGRAMS. WE HAVE TEACHERS LEAVING.

WE HAVE STUDENTS LEAVING.

THEY'RE GOING TO GOING ALL OVER THE CITY.

I LIVE IN THE NORTHEAST.

I'M WATCHING THIS BEFORE MY EYES.

OUR COMMUNITY JUST TRANSITION.

AND WE NEED OUR SCHOOLS.

WE NEED OUR WE NEED FUNDING IN OUR AREA.

WE NEED MORE PROGRAMS IN OUR COMMUNITY.

SO I JUST WANT TO SAY THAT.

THANK YOU. THOSE ALL THE SPEAKERS IN THE QUEUE PRESIDENT CRUZ.

THANK YOU, MS. JONES.

WE'LL NOW HEAR FROM SPEAKERS WHO ARE APPEARING IN OUR AUDITORIUM.

WE ASK THAT YOU PLEASE SPEAK DIRECTLY INTO THE MICROPHONE.

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

WILL [INAUDIBLE] THOMAS.

PLEASE COME TO THE PODIUM.

AS I CALL THE NEXT NAMES.

PLEASE TAKE A SEAT ON THE FRONT ROW.

GARY MONROE, [INAUDIBLE].

JACKIE ANDERSON, AMY MADDOX.

GOOD AFTERNOON, PRESIDENT CRUZ AND SUPERINTENDENT HOUSE.

I COME TO YOU ALL TODAY WITH ANOTHER MESSAGE.

AS YOU KNOW, EACH ONE OF Y'ALL ARE SERVANTS.

Y'ALL ARE HERE TO SERVE THE COMMUNITY.

YOU HAVE BEEN ELECTED TO SERVE THE COMMUNITY.

AND WE'RE GOING TO HAVE TO HOLD YOU ACCOUNTABLE FOR IT BECAUSE YOU'RE THE MODERATOR HELD THE ADMINISTRATION ACCOUNTABLE BECAUSE WE HAD PEOPLE THAT JUST DIDN'T WANT TO DO NOTHING FOR JUST THEIR DISTRICT.

WHEN YOU GET ELECTED AS A SCHOOL BOARD MEMBER, YOU ARE NOT JUST A SCHOOL BOARD MEMBER FOR NORTHSIDE OR SOUTHSIDE.

YOU ARE A SCHOOL BOARD MEMBER FOR ALL THE KIDS AND FOR YOU THINK THAT YOUR DISTRICT DESERVE MORE MS. WADE DESERVE LESS CRUZ YOU [INAUDIBLE] GETTING EVEN.

IT'S NOT LIKE THAT, Y'ALL.

WE HAVE TO COME TOGETHER AND MAKE THIS THING WORK.

NOW I CAN SAY THIS.

I'VE BEEN HERE ALMOST LIKE A 38 [INAUDIBLE] AND ONE OF THE SCHOOL BOARD MEMBERS, I LIKE TO POINT OUT. HIS NAME WAS MIKE [INAUDIBLE].

I DON'T KNOW IF Y'ALL REMEMBER HIM.

HE WAS ONE OF THE FIRST SCHOOL BOARD THAT I HAVE EVER WORKED WITH BECAUSE HE HAD A VISION AND HE ALWAYS SAYS, GO AHEAD.

WE'RE GONNA HAVE TO STOP ALL THIS HATRED AMONG EACH OTHER.

WE GOT TO START LOOKING OUT FOR EACH OTHER.

JUST BECAUSE YOU GOT SIX WATERMELONS.

[00:20:36]

THOMAS. GARY MONROE.

[INAUDIBLE]. JACKIE ANDERSON.

AMY MADDOX.

AS LONG AS I DON'T CURSE YOU OUT OR THREATEN YOU, I GET TO SAY WHAT I WANT AND YOUR PLAN THERE'S NOTHING ABOUT SAFETY.

THE OTHER DAY, WE HAD AN ISSUE AT A SCHOOL.

HOW WOULD THAT WOULD BE ADDRESSED INSIDE OF YOUR PLAN? I WANT TO KNOW BECAUSE YOU KNOW YOU'RE MY [EXPLETIVE].

WHAT'S UP, MY [EXPLETIVE]? YOU'RE THE HEAD [EXPLETIVE] IN CHARGE.

HOW WOULD YOU ADDRESS IT? HEY, DON'T GET SUED AGAIN.

AS LONG AS I DON'T CURSE YOU OR THREATEN YOU.

YEAH, WE'RE NOT GOING TO USE THAT KIND OF.

NO, MA'AM. GO BY THE LAW AND DON'T PLAY WITH MY TIME [INAUDIBLE].

SO HOW DO YOU ADDRESS IT INSIDE OF YOUR PLAN? BECAUSE THAT COULD HAVE WENT HAYWIRE.

THE NEXT TIME YOU SEND YOUR PEOPLE TO SPEAK, PLEASE TELL THEM TO GET ON THE CAMERA AND STOP HIDING THEIR FACES.

YOU'RE WORRIED ABOUT YOUR DISTRICT? WHAT, ABOUT NINE AND TWO AND FOUR AND ONE? WHAT ABOUT THE REST OF THE KIDS? THEY'RE GOING TO DO TO YOU WHAT THEY'VE BEEN DOING.

THEY'RE GOING TO GIVE YOU YOUR MAGNETS AND THEY'RE NOT GOING TO FUND THEM.

YOU GONE GET EXACTLY WHAT YOU ASKED FOR.

YOU TOOK YOUR GLOVES OFF LAST TIME.

I WASN'T A BIG FAN UNTIL YOU TOOK THEM OFF.

PLEASE DON'T PUT THEM BACK ON.

FIGHT FOR THEM WITH EVERYTHING IN YOUR POWER.

BECAUSE IF YOU TAKE THIS HYBRID MODEL, WHICH IS NOTHING MORE THAN CAMOUFLAGING FTE AND PUA, YOU'RE GOING TO SEGREGATE THIS DISTRICT.

YOU'RE GOING TO BANKRUPT THIS DISTRICT.

AND THEN GUESS WHAT HAPPENS? YOUR PEOPLE ARE WALKING AROUND THIS BUILDING RIGHT NOW, YOUR TEAM TELLING PEOPLE WE'RE ONLY GOING TO BE HERE FOR TWO YEARS ANYWAY.

WHAT'S THE PLAN? DECIMATE US AND MOVE ON.

SAY IF YOU WANT WHAT YOU WANT.

I GOT A STRONG PLAN TO BRING THE BLACK FOLK, THE WHITE FOLK, THE LATINO FOLK TOGETHER.

AND WHEN IT HAPPENS, YOU'RE GOING TO HAVE TO MAKE SOME ADJUSTMENTS.

AND IF YOU'RE NOT GETTING YOUR INFORMATION BECAUSE I'M TRUSTEE NUMBER TEN.

IF YOU'RE NOT GETTING YOUR INFORMATION UNTIL YOU WALK IN HERE, WHAT YOU'RE SITTING HERE TALKING TO THESE PEOPLE FOR.

THEY HIDING IT FROM YOU SO THEY CAN PUT YOUR BACK AGAINST THE WALL IN MAY AND THEN MAKE THESE PEOPLE FEEL.

THANK YOU, MR. MONROE.

LEARN THE LAW, DON'T GET SUED. [INAUDIBLE].

JACKIE ANDERSON, AMY MADDUX.

THANK YOU ALL. THANK YOU AGAIN.

I KNOW THAT YOU ARE ALL DOING VERY DIFFICULT WORK TRYING TO WORK THROUGH THESE PROPOSED CHANGES. AND WHAT WHAT I'M, MY REACTION TO THIS IS THAT IT FEELS THAT WE ARE RISKING THE RICHNESS AND UNIQUENESS OF OUR DISTRICT VIA A MODEL THAT A MODEL OF EQUALITY FOR AN UNPROVEN PROMISE OF EQUITY.

AND COST SAVINGS.

MY REACTION TO THIS IS THAT WE ARE IN A LIVE JOB INTERVIEW RIGHT NOW WITH OUR CURRENT FACULTY AND STAFF AND POTENTIAL FACULTY AND STAFF THAT WE WANT TO ATTRACT TO THIS DISTRICT. AND WHAT IS THIS DISTRICT SHOWING THAT WE ARE GOING TO BE TO THE HIGH QUALITY TEACHERS, PRINCIPALS AND EVERYBODY FROM THAT MAKES THE SCHOOL SUCCESSFUL, THAT WE ARE AN ORGANIZATION THAT'S GOING TO HONOR AND RESPECT THE TRAINING THAT THEY HAVE, OR ARE WE A DISTRICT THAT'S GOING TO BE A COMMAND AND CONTROL TYPE OF DISTRICT THAT'S GOING TO TELL THEM WHAT EACH SCHOOL NEEDS TO BE SUCCESSFUL? WE HAVE 280 SCHOOLS.

WE HAVE 280 DIFFERENT SOLUTIONS THAT WE NEED TO SERVE ALL OF OUR COMMUNITIES AND OUR LEADERSHIP NEEDS THE FLEXIBILITY TO MAKE THE CHANGES THAT THEY NEED FOR THEIR SCHOOLS.

BUT WE ALSO NEED CHECKS IN PLACE TO MAKE SURE THAT THOSE CHANGES HAPPEN AND THAT OUR CHILDREN ARE LEARNING IN THE WAY THAT WE THAT MEET OUR BOARD GOALS.

SO WHAT I'LL SAY IS CONTINUE TO DO THIS WORK.

I KNOW THAT WE NEED CHANGES, ABSOLUTELY.

BUT HASTY CHANGES, YOU KNOW, THAT ARE DONE IN A WAY THAT TRIED TO MOVE US TOWARDS ATTRACTING OUR TEACHERS HERE WITH WITH HIGHER PAY.

WE'VE GOT TO MAKE THESE CHANGES.

WE'VE GOT TO FIGURE IT OUT AND MAKE TOUGH DECISIONS.

BUT DO IT RIGHT NOW FOR THIS NEXT SCHOOL CYCLE.

[00:25:01]

IT IS VERY HASTY.

IT IS HASTY. SO TAKE ADVANTAGE OF THESE FEDERAL DOLLARS THAT WE HAVE THAT CAN HELP US BRIDGE THAT GAP. BUT LET'S DO THE RESEARCH, DO THE COMPARISONS TO SEE WHAT THE IMPACT IS.

THANK YOU.

JACKIE ANDERSON.

THE TEXAS LBB CALLED FOR STRUCTURAL CHANGES ACROSS THE DISTRICT AFTER FINDING THE DECENTRALIZATION MODEL HAD DELIVERED INCONSISTENT RESOURCES TO STUDENTS AND POOR MONITORING OF SPENDING.

I KNOW YOU DON'T NEED ME TO REMIND YOU OF WHAT POOR MONITORING OF SPENDING LOOKS LIKE.

SO WHILE WE HAVING THIS DECENTRALIZATION CONVERSATION.

WE CAN NO LONGER CONTINUE TO DO THINGS THE WAY THEY HAVE BEEN DONE IN THE PAST AND EXPECT A DIFFERENT OUTCOME.

IT IS PAST TIME TO MAKE BOLD CHANGES TO THE WAY WE DO BUSINESS IN HISD.

AND YES, THAT TIME IS NOW.

STOP THE TALE OF TWO CITIES IN HISD.

STOP THIS FROM BEING A DISTRICT OF THE HAVES AND HAVE NOTS.

IT IS TIME FOR HISD.

AND YOU NEED TO STOP PANDERING TO YOUR BASE TOO.

IT IS TIME FOR HISD TO BE A DISTRICT THAT IS A TRUE MODEL OF EQUITY.

IF WE INTEND OUR MOST VULNERABLE STUDENTS TO DO THEIR VERY BEST, WE NEED TO MAKE SIGNIFICANT INVESTMENTS IN THEM.

STUDENT OUTCOMES OCCUR WHEN SIGNIFICANT INVESTMENTS ARE MADE.

THAT MEANS COMPETITIVE SALARIES FOR TEACHERS AND SUPPORT STAFF.

THAT MEANS HIGH QUALITY INSTRUCTIONAL MATERIALS AND PROGRAMS IN ALL CORNERS OF THE DISTRICT. THE STRATEGIC PLAN IS AGGRESSIVE.

IT'S BOLD.

IT'S [INAUDIBLE].

JUST LIKE THAT BASEBALL FIELD AT BELLAIRE HIGH SCHOOL.

WHAT IS. WHAT DO WE NEED FOR YOU TO REALIZE? IT'S TIME TO CHANGE.

IT'S TIME TO DO IT NOW.

LET'S DO WHAT YOU HAVE BEEN SWORN TO DO.

THANK YOU. AMY.

[INAUDIBLE]. AMY MADDOX.

THIS IS THE THIRD TIME I'VE BEEN HERE TO SPEAK ON THE BUDGET.

AND EACH TIME I HAVE SPOKEN ON THE FIRST PILLAR OF THE STRATEGIC PLAN TRUST, AND SPECIFICALLY HOW YOU CANNOT BUILD TRUST WITHOUT TRANSPARENCY.

EACH TIME I'VE BEEN HERE, I'VE SEEN SOME AMAZING PRESENTATIONS AND POWERPOINTS THAT DO A FANTASTIC JOB ADJUSTING TO THE CONCERNS THAT ARE RAISED AND GIVING ALL THE RIGHT POINTS AND BUZZWORDS. THAT'S NOT STILL THE REALITY THAT I'M SEEING.

EVERYONE IS SILOED INTO THINKING THAT THEIR WAY IS THE ONLY WAY AND PERSUADING EVERYONE ELSE OF THAT AND NOT LISTENING TO EVERYONE WHO'S IN THE SCHOOLS.

COMMUNICATION IS BEING TRANSPARENT ABOUT WHAT IS HAPPENING, SO I'M GOING TO OFFER SOME QUESTIONS THAT I HOPE THE BOARD ASKS TODAY.

WHERE IS THE TRANSPARENCY IN THE BUDGET AND STAFF MODEL FOR EACH SCHOOL? WHY CAN THE PUBLIC NOT SEE HOW THIS AFFECTS THEIR SCHOOL? HOW DOES THE PLAN RESULT IN FINANCIAL EFFICIENCIES? A STAFFING MODEL DOES NOT SAVE MONEY.

MONEY IS CUT BY SAVING BY.

MONEY IS SAVED BY CUTTING STAFF.

BE TRANSPARENT ABOUT THAT.

HOW WILL THIS PLAN BE FUNDED IN THE FUTURE? HOW DOES THE DISTRICT KNOW THAT THE NUMBERS IT'S USING ARE CORRECT? I'M HEARING OF INCORRECT NUMBERS FOR POPULATION CURRENT STAFFING RATIOS, FACILITY CAPABILITIES AND MORE.

HOW DOES THE PLAN MAKE RESOURCE ALLOCATION MORE EQUITABLE? BASELINE STAFFING REQUIREMENTS CAN OCCUR UNDER ANY MODEL.

HOW WELL IS THE DISTRICT DOING WITH FUNCTIONS THAT ARE ALREADY CENTRALIZED? THE DISTRICT HAS ALWAYS HAD GREAT IDEAS, BUT CENTRALIZING IMPLEMENTATION IS OFTEN PROBLEMATIC. AND HOW WILL THE DISTRICT BE HELD ACCOUNTABLE BECAUSE ACCOUNTABILITY IS THE REAL PROBLEM. WHEN PRINCIPALS CHOOSE FUNDING IN A WAY THAT DOES NOT HELP KIDS, THE DISTRICT HAS NOT HELD THEM ACCOUNTABLE.

IF THE DISTRICT CANNOT HOLD ITSELF ACCOUNTABLE AND SCHOOLS ACCOUNTABLE.

WE WILL NOW ADDRESS AN ITEM POSTED FOR DISCUSSION AND ACTION.

[H-1, APPROVAL TO AMEND AND INCREASE THE DESIGN CONTRACT AND AUTHORITY TO NEGOTIATE, EXECUTE, AND AMEND ALL RELATED CONTRACTS FOR THE NEW BELLAIRE HIGH SCHOOL]

H1 APPROVAL TO AMEND AND INCREASE THE DESIGN CONTRACT AND AUTHORITY TO NEGOTIATE, EXECUTE AND AMEND ALL RELATED CONTRACTS FOR THE NEW BELLAIRE HIGH SCHOOL.

TRUSTEES THERE'S A FOLDER AT YOUR AREA WITH ALL THIS INFORMATION.

MAY I HAVE A MOTION? I MAKE A MOTION.

DO I HAVE A SECOND? SECOND.

THE MOTION BY TRUSTEE WADE AND A SECOND BY TRUSTEE DEIGAARD.

[00:30:01]

ANY DISCUSSION? SEEING NO ONE IN THE QUEUE.

PLEASE VOTE.

YES. I READ IT OUT LOUD.

DO YOU WANT TO REPEAT THE MOTION? APPROVAL TO AMEND AND INCREASE THE DESIGN CONTRACT AND AUTHORITY TO NEGOTIATE, EXECUTE AND AMEND ALL RELATED CONTRACTS FOR THE NEW BELLAIRE HIGH SCHOOL.

YEAH. THIS WAS POSTPONED FROM A PREVIOUS MEETING.

BUTTON IS NOT WORKING. I ACTUALLY HAVE A QUESTION.

TRUSTEE DEIGAARD. JUST A CONTINUED QUESTION OF CLARITY.

IS IT MY UNDERSTANDING THAT THIS IS A REQUIREMENT OF THE BELLAIRE CITY COUNCIL? CHIEF OPERATING OFFICER WANDA PAUL WILL COME UP AND JOIN US TO ADDRESS THAT QUESTION.

TRUSTEE DEIGAARD. TRUSTEE DEIGAARD, COULD YOU REPEAT THE QUESTION? AM I CORRECT IN MY UNDERSTANDING THAT THIS IS A REQUIREMENT OF THE BELLAIRE CITY COUNCIL THAT WE HAD THIS? IT IS A REQUIREMENT FOR THE SPECIAL USE AGREEMENT WITH THE CITY OF BEL AIR AND THE WORK HAS ALREADY STARTED. THE WORK HAS BEEN IN PROGRESS.

YES, THAT IS CORRECT.

TRUSTEE BLUEFORD-DANIELS.

THANK YOU. I'D LIKE TO HAVE BOARD SERVICES PASS THIS OUT TO ALL THE TRUSTEES, PLEASE.

MADAM PRESIDENT, I'D LIKE TO HAVE BOTH SERVICES PASSES OUT TO ALL THE TRUSTEES.

YEAH MAKE SURE EVERYBODY HAS ONE.

GIVE ME THE ONE.

I REALIZED THIS IS AN ITEM THAT I PULLED A COUPLE OF WEEKS AGO.

AND I UNDERSTAND, YOU KNOW, LIKE I SAID, IT'S NOT SOMETHING THAT YOU GUYS STARTED.

IT'S SOMETHING THAT WAS APPROVED BY THE BOARD SEVERAL YEARS AGO.

BUT AS I LOOKED AT THIS, I WOULD SEND A MESSAGE FROM THE MAYOR OF BELLAIRE WHERE HE TALKED ABOUT THE LEGAL AND PLEASE GIVE ONE TO MS. PAUL IF IT'S THE NEXT ONE TOO, BECAUSE I HATE TALKING PAST THIS AND SHE NOT HAVE THIS.

AND IT TALKS ABOUT THE LIMITATIONS ON THE CITY, THE CITY'S ABILITY TO RESTRICT THE LAND USE AND DESIRES OF THE OTHER GOVERNMENTAL ENTITIES, AND THAT THEY WEREN'T GOING TO WRITE A BLANK CHECK TO HISD.

AND THAT WAS PART OF THE 2017 APPROVAL PLAN.

AND I KNOW I ASKED HER TO LAYOUT, BUT IT'S JUST INTERESTING READING IN HERE AS IT RELATES TO THIS BELLAIRE PLAN.

I KNOW WE HAVE TO PROBABLY PAY OFF THE REST OF THAT BALANCE THAT'S DUE.

BUT TO SPEND THIS KIND OF MONEY, OVER $4 MILLION FOR A PRACTICE FIELD FOR SOFTBALL AND BASEBALL, AND MOST OF US WEREN'T HERE ON THIS BOARD.

Y'ALL WEREN'T HERE EITHER, FOR THE MOST PART.

BUT JUST FOR A PERSON, WE TALK ABOUT FIDUCIARY RESPONSIBILITIES, AND IT'S REALLY SAD THAT THAT ARGUMENT WAS NOT MADE IN DEPTH ABOUT THE NECESSITY TO SPEND $4 MILLION.

I'M JUST IN AH WITH THIS, AND I KNOW THAT PART OF IT WAS THAT IT WENT BEFORE THE COUNCIL TO THE COUNCIL OF BELLAIRE IN 2021, 2020, IN WHICH I WAS ON THE BOARD IN 2020.

BUT SOME OF US WERE IT WAS THE MIDDLE OF COVID AND SOME OF US WERE OUT THERE FEEDING FAMILIES. AND IT'S JUST UNFORTUNATE THAT THIS IS NOT DID NOT GRAB OUR ATTENTION SOONER TO SPEND THIS KIND OF MONEY WITH SUCH LIMITATIONS.

IT EVEN TALKS ABOUT THE FACT THAT IF THE TREES ARE DAMAGED, THEN THE DISTRICT HAS TO REPLACE THE TREES IN PROXIMITY DIAMETER.

AND WE TALKED ABOUT THE STRATEGIC PLAN AND TRANSFORMATION, YET WE SPEND ALMOST $4 MILLION FOR A FOR A SOFTBALL BASEBALL FIELD THAT WE CAN'T USE AFTER 5:30 AND 7:30 IN THE EVENING TIME. MAKES NO SENSE.

EVERY TIME YOU GUYS, YOU HEAR US TALK ABOUT FIDUCIARY RESPONSIBILITIES, THEN THINK ABOUT HOW THIS COULD HAVE BEEN AVOIDED WITH THE TRUSTEES DOING THEIR JOBS AND ASKING QUESTIONS.

THIS MAKES NO SENSE WHATSOEVER.

AS I'VE STATED BEFORE, WHEN WE HAVE SCHOOLS THAT DON'T EVEN HAVE DRUMS THAT ARE USING BUCKETS AND PAINTING THEM, I'M NOT DIRECTING THIS TO YOU.

I'M JUST MAKING MY COMMENTS.

BLUEFORD-DANIELS, YOUR OUT OF TIME.

MY TIME IS UP. YEAH, SHE STARTED IT JUST A FEW SECONDS AGO.

YOU WERE TALKING FOR A LOT LONGER.

[00:35:01]

OH, TALKING TO [INAUDIBLE].

WHAT ARE YOU DOING STARTED AT TWO MINUTES, THEN.

THAT AIN'T MY FAULT. THANK YOU.

BUT ANYWAY, I WANT YOU ALL TO PAY ATTENTION TO THIS AND I'LL HAVE IT AVAILABLE.

AND PERHAPS WE SHOULD PUT IT ON THE SLIDES.

IF YOU ALL THE PUBLIC CAN SEE THE AMOUNT OF MONEY THAT WAS SPENT ON THIS FIELD WHEN WE TALK ABOUT FIDUCIARY RESPONSIBILITIES AND EQUITY.

OKAY. IS THIS JUST TO A POINT OF CLARITY, SUPERINTENDENT HOUSE.

IS THIS BOND MONEY STRICTLY BOND MONEY OR IS IT GENERAL FUND? THIS WAS THIS WAS 2012 BOND.

YES. YES, SIR.

THANK YOU. TRUSTEE DEIGAARD WAS THAT FROM BEFORE YOU'RE BACK IN THE QUEUE? I DON'T KNOW THAT THERE IS ACTUALLY ANYBODY IN THE ROOM THAT MIGHT EVEN KNOW OF AN ANSWER TO MY QUESTION. BUT TO MY RECOLLECTION, THERE HAS BEEN NOTHING THAT'S BEEN BROUGHT TO THE BOARD ABOUT THIS ITEM PRIOR TO TODAY.

WELL, OTHER THAN THE MEETING WHERE THIS IS ON THE AGENDA A COUPLE OF WEEKS AGO, SO I ABSOLUTELY HEAR AND YOUR CONCERNS AND APPRECIATE YOUR CONCERNS.

AND CERTAINLY IF THE ADMINISTRATION HAD BROUGHT SOMETHING TO US FOR DISCUSSION AT AN EARLIER DATE, THAT THERE WOULD HAVE BEEN AN OPPORTUNITY FOR A CONVERSATION BEFORE IT GOT TO THIS POINT. TRUSTEE BLUEFORD-DANIELS, AND I AGREE, BUT THIS WAS APPROVED IN 2020.

YOU WERE PRESIDENT THEN AND.

THIS WAS APPROVED. THAT'S WHAT IT'S SAYING.

THIS WAS NOT APPROVED BY OUR BOARD IN 2020.

THAT IT WAS BROUGHT HERE.

WE'LL GET THE DATA AND THE FACTS.

BUT I'M SAYING IS, EVEN TODAY WHEN WE GOT IT, THE QUESTIONS THAT STARTED TO LINGER ABOUT THE CONSCIOUSNESS THAT EACH OF US SHOULD HAVE REGARDING THE UNNECESSARY SPENDING OF $4 MILLION. AND WE'RE AT THE POINT NOW WE'VE GOT TO SEND OUT THE REST OF IT, BECAUSE IF WE DON'T, WE'LL GET SUED FOR THAT THAT WE'RE LIABLE FOR.

BUT IT'S.

SEEING NO ONE IN THE QUEUE.

PLEASE VOTE.

SIX IN FAVOR.

ONE ABSTENTION.

OH, SORRY. FIVE IN FAVOR.

ONE AGAINST ONE ABSTENTION.

MOTION PASSES.

[CONSIDERATION AND APPROVAL OF MINUTES FROM MARCH 3 AND 24, 2022]

DO I HAVE A MOTION TO APPROVE THE MINUTES OF THE SPECIAL MEETINGS HELD ON MARCH 3RD AND 24TH 2022? IS THERE A SECOND? SECOND WADE.

I HAVE A MOTION BY TRUSTEE SANTOS AND A SECOND BY TRUSTEE WADE.

ANY DISCUSSION? PLEASE VOTE.

SEVEN FOUR ZERO AGAINST ZERO ABSTENTIONS.

WE WILL NOW BEGIN OUR WORKSHOP.

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

THE PURPOSE OF TODAY'S WORKSHOP IS TO REFOCUS ON OUR GOVERNANCE ROLE IN THE BUDGET PROCESS. WE HAVE A LOT OF QUESTIONS AS TRUSTEES, AND OUR FUNCTION IS TO REPRESENT THE VISION AND VALUES OF THE COMMUNITY.

WE SHOULD EXPECT EVIDENCE OF ALIGNMENT TO OUR GOALS AND CONSTRAINTS.

IT IS THE JOB OF THE SUPERINTENDENT TO CONVINCE US THAT THE ANNUAL BUDGET ACCOMPLISHES THE GOALS WHILE HONORING THE CONSTRAINTS.

I INVITED [INAUDIBLE] ROSA FROM ECONOMICS AT GEORGETOWN UNIVERSITY, WHO IS THE LEADING EXPERT IN THE COUNTRY ON SCHOOL FINANCE.

SHE TRAINED A LARGE AMOUNT OF THE BUDGET DEPARTMENT IN 2019 AND IN 2020, TRAINED ALL TRUSTEES, THE INTERIM SUPERINTENDENT AND OTHERS IN THE ADMINISTRATION.

SHE HAS STUDIED OUR WEIGHTED STUDENT FUNDING FORMULA FOR OVER A DECADE AND LISTENING TO THE BOARD OVER THE LAST COUPLE OF MONTHS AND REALLY OVER THE LAST COUPLE OF YEARS, THERE IS LIKELY CONSENSUS THAT THERE ARE INEQUITIES IN OUR SYSTEM.

WE NEED TO UNDERSTAND HOW RESOURCES ARE CURRENTLY ALLOCATED TO CAMPUSES AND HOW ARE THEY AND HOW ARE THEY PROPOSED TO BE ALLOCATED.

WE THROW A LOT OF TERMS AROUND AND I WOULD LIKE US TO HAVE A SHARED UNDERSTANDING OF WHAT A WEIGHTED STUDENT FORMULA LIKE [INAUDIBLE] IS AND ISN'T AND WHAT IT CAN AND CAN'T DO.

WE NEED TO UNDERSTAND WHERE WE ARE BEFORE WE CAN DECIDE WHERE WE ARE TRYING TO GO.

MS. ROSA, YOU HAVE THE FLOOR.

THANK YOU FOR HAVING ME.

LET ME GRAB THE CLICKER. ALL RIGHT.

SO WE'RE GOING TO DIVE IN TODAY AND JUST TALK A LITTLE BIT ABOUT THE DIFFERENT KINDS OF TERMS. I REALIZED MY INTRO SLIDE HAS AN OLD DATE ON IT, SO THAT'S MY FAULT.

SO TODAY'S FOCUS IS ON THE ALLOCATION OF RESOURCES FROM DISTRICTS TO SCHOOLS.

SO FIRST THING, I NEED TO POINT THIS SOMEWHERE.

[00:40:03]

THERE WE GO. FEDERAL MONEY, STATE MONEY AND LOCAL MONEY, AS YOU KNOW, COMES TO THE DISTRICT, SORT OF GOES ALL TO THE DISTRICT.

THE NEXT DECISION IS HOW TO GET THAT MONEY IN THE FORM OF SOME SORT OF RESOURCES DOWN TO THE DIFFERENT SCHOOLS. THAT IS A DISTRICT DECISION.

THE FEDERAL GOVERNMENT DOESN'T DECIDE REALLY HOW TO DO IT.

THE STATE DOESN'T DECIDE.

EACH AND EVERY DISTRICT DECIDES THAT.

AND THAT'S REALLY WHAT WE'RE TALKING ABOUT TODAY, IS WHAT ARE WHAT IS THE POLICY IN PLACE AT THE DISTRICT TO DRIVE RESOURCES, TO DIVVY THEM UP, TO DECIDE HOW MUCH ONE SCHOOL GETS VERSUS ANOTHER SCHOOL AND SO ON? SO THAT'S WHAT WE'RE TALKING ABOUT.

WHAT FORMULAS OR POLICIES ARE IN PLACE TO GET MONEY FROM THE DISTRICT OUT TO THE SCHOOLS? SO WHY DOES IT MATTER? THIS IS NOT HOUSTON.

I BROUGHT A DIFFERENT GRAPH ON PURPOSE.

BUT GENERALLY SPEAKING, WHEN WE LOOK AT SPENDING AND OUTCOMES ACROSS SCHOOLS, WE FIND THAT SCHOOLS ARE END UP BEING IN FOUR QUADRANTS.

SO SOME OF THE SCHOOLS ARE HIGHER SPENDING, HIGHER OUTCOMES.

THAT WOULD BE THAT UPPER RIGHT HAND QUADRANT MOVING COUNTERCLOCKWISE.

THE SECOND QUADRANT WOULD BE LOWER SPENDING.

THE SCHOOLS GET LESS MONEY, BUT THEY SORT OF BEAT THE ODDS.

THERE ARE OFTEN TIMES YOU GET DOWN TO THE GOING COUNTERCLOCKWISE.

QUADRANT THREE, YOU HAVE SCHOOLS THAT GET LESS MONEY AND LOWER OUTCOMES AND SCHOOLS IN THE LAST QUADRANT THAT ARE EXPENSIVE, THAT WE DISPROPORTIONATELY SPEND MORE MONEY ON THEM AND THEY STILL HAVE LOWER OUTCOMES.

SO IN ORDER FOR US TO KIND OF DIG IN AND DIVE IN ON THAT RELATIONSHIP BETWEEN MONEY AND OUTCOMES, WE HAVE TO THINK ABOUT HOW MUCH EACH SCHOOL GETS IN TERMS OF DOLLARS PER PUPIL AND SO ON, AND THEN WHAT EFFECT THEY'RE HAVING, WHAT SORT OF RETURN THEY'RE GETTING FOR KIDS. LIKE WHAT? HOW WELL THEY'RE ABLE TO LEVERAGE THOSE DOLLARS AND DO THE MOST FOR STUDENTS. AND OUR RESEARCH CENTER AND OTHERS STUDIES THAT RELATIONSHIP RIGHT THERE.

SO THAT'S WHAT WE'RE GOING TO BE DIGGING IN ON TODAY.

AND THERE'S A LITTLE BIT OF VOCABULARY IN HERE.

I ALSO JUST WANT TO INVITE MEMBERS OF THE BOARD TO STOP ME AND ASK QUESTIONS ALONG THE WAY. I'M HAPPY TO ENTERTAIN THOSE AS WE GO, AND WE'LL HAVE SOME TIME AT THE END, TOO.

I JUST WANT TO MAKE SURE EVERYBODY HAS A SENSE OF THAT.

SO REMEMBER, WHEN THE FUNDS ARRIVE TO THE DISTRICT, THE DISTRICT THEN GENERALLY USES ONE OF THREE DIFFERENT STRATEGIES TO DELIVER RESOURCES.

AND THE RESOURCES THAT ARE MOSTLY UNDER QUESTION RIGHT HERE ARE STATE AND LOCAL RESOURCES. THE FEDERAL MONEY COMES WITH SEPARATE RULES.

IT HAS MORE STRINGS ATTACHED.

THAT'S GENERALLY A SEPARATE QUESTION, BUT IT'S REALLY UP TO THE DISTRICT TO DECIDE HOW THE STATE AND LOCAL DOLLARS ARE GOING TO FLOW.

AND AROUND OUR COUNTRY, WE GENERALLY SEE ONE OF THREE MODELS.

THE FIRST MODEL IS THE CENTRALIZED MODEL.

AND IN THAT MODEL THE DISTRICT GETS ITS MONEY, IT [INAUDIBLE] A BUNCH OF STAFF, FTES, IT COMES UP WITH SOME SORT OF STAFFING FORMULA, AND IT DOLES OUT STAFF IN WHAT IT THINKS ARE THE RIGHT INCREMENTS TO EACH SCHOOL, NOT DOLLARS.

BUT STAFF.

THERE'S SOME OTHER MONEY FOR SUPPLIES AND THINGS LIKE THAT ON THE MARGIN.

BUT THE BASE OF THE FORMULA IS REALLY A STAFFING ONE, AND IT MIGHT LOOK LIKE ONE PRINCIPAL FOR EVERY SCHOOL, A NURSE FOR EVERY SCHOOL, A TEACHER FOR EVERY 25 KIDS, EVERY SCHOOL GETS A COUNSELOR. THAT'S THE MODEL.

ALL RIGHT. SO THAT'S THE FIRST ONE THAT'S IN PLACE IN PREDOMINANTLY SMALLER AND MID-SIZED DISTRICTS AROUND THE COUNTRY.

THAT'S THE HISTORIC MODEL THAT MOST OF OUR DISTRICTS USED FOR MANY, MANY YEARS IN THE US.

SO THE NEXT MODEL IS THE MIDDLE ONE, AND THAT'S THE DECENTRALIZED, ALSO KNOWN AS STUDENT BASED ALLOCATION, ALSO KNOWN AS WEIGHTED STUDENT FUNDING.

BUT WHAT YOU'RE DOING HERE IS YOU'RE ACTUALLY ALLOCATING DOLLARS TO SCHOOLS.

SO YOU'RE SAYING EACH STUDENT GETS, SAY, $5,000 PLUS AN EXTRA 1000 FOR EACH LOW INCOME STUDENT. BUT YOU'RE ALLOCATING DOLLARS TO SCHOOLS, NOT STAFF POSITIONS.

AND YOU'VE DECIDED THAT A STUDENT THAT YOU DELIVER THE DOLLARS AND YOU DECIDE TO GIVE HIGHER NEEDS STUDENTS, HIGHER DOLLAR AMOUNTS.

AND WHEN THE MONEY GETS TO THE SCHOOL, OFTEN THE SCHOOL PLAYS A ROLE IN DECIDING WHAT THE MIX OF STAFF ARE WHEN WITH IT'S MONEY.

AND THEN THE LAST ONE AND WE'LL COME BACK TO THESE.

BUT THE LAST MODEL IS ONE THAT'S TYPICALLY IN PLACE IN CHARTER NETWORKS, THE MONEY IS ACTUALLY REALIZED DIRECTLY TO EACH SCHOOL.

BASICALLY, IT GOES FROM THE FEDERAL GOVERNMENT AND THE STATE DIRECTLY TO EACH SCHOOL, AND THE SCHOOL THEN CHIPS IN A SHARE OF THAT MONEY TO ITS CMO OR CHARTER MANAGEMENT OR WHATEVER ITS DISTRICT IS.

SO IT'S REALLY FLIPPED AND IT'S NOT A GREAT ANALOGY FOR TRADITIONAL DISTRICTS, BUT I WANT

[00:45:03]

TO PUT IT ON THE MAP BECAUSE THAT ONE IS RECOGNIZED.

SO THESE ARE THE THREE MODELS BY WHICH RESEARCHERS AND PRACTITIONERS IN THE SPACE CATEGORIZE SCHOOL DISTRICTS AS, YOU KNOW, HISTORICALLY, FOR OVER TWO DECADES, HISD HAS BEEN DECENTRALIZED IN THAT MIDDLE ONE.

IT WAS ONE OF THE EARLIER DISTRICTS TO ADOPT A WEIGHTED STUDENT FORMULA, AND IT'S BEEN IN PLACE A LONG TIME.

SINCE THEN AND YOU'LL PREVIEW SOME OF THIS IN A MOMENT.

MORE LARGER URBAN DISTRICTS ARE MOVING TO THE DECENTRALIZED MODEL, AND WE'LL GET SOME MORE INTO THAT IN A MOMENT.

SO I'M GOING TO GO BACK TO THE STAFFING, THE CENTRALIZED STAFFING ONE, AND IT'S CALLED CENTRALIZED BECAUSE THE CENTRAL OFFICE MAKE OR SOMEBODY IN CENTRAL.

WE HAVE A QUESTION, MS. ROSA, SORRY. SURE.

HI, MS. ROSA. SO FOR THE PUBLIC AND FOR US, CAN YOU EXPLAIN TO ME HOW THE AVERAGE DAILY ATTENDANCE PLAYS INTO DECENTRALIZATION? LIKE, YEAH, SO CAN CAN I HOLD THAT QUESTION FOR A SLIDE THAT WE'LL HAVE IN A MOMENT? BUT AND IF I MISS IT, IT'S A SLIDE OF SOME BAR CHARTS, THEN JUST STOP ME AGAIN.

SO WE'LL TALK ABOUT THAT.

SO IN THE CENTRALIZED MODEL, ESSENTIALLY, THE DISTRICT IS SAYING WE HAVE A MIX OF STAFF OR COMPLEMENT OF STAFF THAT WE WANT IN PLACE AT EVERY SINGLE SCHOOL.

SO WE'RE SPECIFYING HOW MANY TEACHERS, HOW MANY ART TEACHERS, GYM TEACHERS, CLERICAL, CUSTODIAL. AND THEN WE ATTACH MONEY TO THAT.

AND THE MONEY THAT IT ADDS UP TO MAY OR MAY NOT BE MORE OR LESS ON A PER PUPIL BASIS THAN THE NEXT SCHOOL OVER THE NEXT SCHOOL OVER.

BECAUSE WHAT'S REALLY SENT OUT OUR STAFFING POSITIONS.

SO THIS WAS CHICAGO IN 2005 AND CHICAGO HAS SINCE SWITCHED TO A DECENTRALIZED STUDENT BASED MODEL. SO I WANT TO CONTRAST THAT WITH A DECENTRALIZED MODEL.

SO WEIGHTED STUDENT FORMULA ONE.

AND HERE, AS I MENTIONED, THE DOLLARS ARE ALLOCATED, NOT STAFF POSITIONS OR OTHER INGREDIENTS. YOU CAN HAVE A MIX AND WE'LL TALK ABOUT THAT IN A MOMENT.

AND THAT'S DONE ON THE BASIS OF STUDENTS, NOT ON THE BASIS OF SCHOOLS.

SO YOU BASICALLY SAY FOR EVERY STUDENT, YOU GET THIS MANY DOLLARS.

AND THAT'S THAT CONTRAST WE SAID WITH THE CENTRALIZED MODEL WHERE THE CENTRAL OFFICE IS PURCHASING THE STUFF AND THEN DOLING OUT DOLING OUT THE STUFF.

SO THIS IS A BAR CHART THAT I MENTIONED.

SO IN THE DECENTRALIZED MODEL, THERE'S A DOLLAR AMOUNT THAT AND THIS IS VERY SIMPLE ONE HERE AND DIFFERENT DISTRICTS HAVE DIFFERENT MODELS IN TERMS OF WHAT DOLLAR AMOUNTS THEY ATTACH. BUT YOU CAN IMAGINE IN THIS PARTICULAR ONE, THIS WAS DENVER EARLY ON WHEN THEY ADOPTED THEIRS, $3,900 FOR EACH STUDENT.

EVERY STUDENT GOT THAT, AN EXTRA $677 FOR EACH STUDENT WHO IS LOW INCOME, AN EXTRA $400 FOR EACH LANGUAGE ENGLISH LANGUAGE LEARNER.

IT COULD HAVE GIFTED CTE, SPECIAL ED, OTHER CATEGORIES, FOSTER AND THINGS LIKE THAT.

SO NOW THE QUESTION IS HOW DO YOU COUNT STUDENTS, RIGHT? AND YOU CAN USE MEMBERSHIP OR YOU CAN USE ATTENDANCE.

YOU'RE ESSENTIALLY GOING TO DO ONE OF THOSE AND DIFFERENT DISTRICTS MAKE DIFFERENT DECISIONS. SO SOME DISTRICTS AND YOU NEED TO MAKE A DECISION ON THAT REGARDLESS OF WHAT MODEL.

THAT DOESN'T CHANGE. SOMEBODY'S GOT TO COUNT STUDENTS IN SOME SORT OF WAY AND DECIDE HOW TO ALLOCATE THE MONEY.

SOME DISTRICTS USE MEMBERSHIP, MEANING HOW MANY KIDS ARE ASSIGNED TO THE SCHOOL AND THEY WANT TO INSULATE SCHOOLS WHO HAVE POTENTIALLY LOWER ATTENDANCE.

SO WE'RE SAYING WE'RE JUST GOING TO COUNT THE KIDS AND HERE'S YOUR MONEY.

SOME USE LAST YEAR'S COUNT, SOME USE ATTENDANCE OR ATTENDANCE AS A PORTION OF IT.

AND WHAT THEY'RE TRYING TO DO IS SAY, I'M ENCOURAGING THE SCHOOL TO REALLY GET ITS ATTENDANCE UP SO THAT IT CAN GET ITS FULL AMOUNT OF MONEY.

SO IT'S AN INCENTIVE THING.

IT DOESN'T WORK UNLESS YOU ALSO HAVE A HIGHER WEIGHT FOR POVERTY OR ENGLISH LANGUAGE LEARNERS, BECAUSE WHAT WE KNOW ABOUT ATTENDANCE IS THAT WE HAVE GREATER ATTENDANCE ISSUES WHEN WE HAVE MORE COMPLEX STUDENT POPULATIONS.

SO YOU CAN OFFSET THOSE AND SAY, I'M GOING TO USE ATTENDANCE AS PART OF THE CALCULATION, BUT THEN I'M GOING TO PUT IN A HIGHER POVERTY RATE SO AS NOT TO DISPROPORTIONATELY HURT OUR SCHOOLS WITH HIGHER NUMBERS OF.

LOW INCOME STUDENTS.

THAT IS ACTUALLY A SEPARATE DECISION FROM EITHER OF THESE MODELS.

SO THAT ONE CAN BE A STANDALONE DECISION SEPARATELY.

TRUSTEE ALLEN WOULD YOU TURN ON YOUR MIC, PLEASE.

YOUR MIC. BACK ON THE PAGE WITH THE MODELS ON THEM.

[00:50:06]

AND I KNOW WE'RE TALKING ABOUT THE CENTRALIZED, THE DECENTRALIZED MODEL.

SO YOU HAVE THE CENTRALIZED MODEL AND THE DECENTRALIZED MODEL.

DO YOU HAVE ONE THAT'S LIKE THE ONE WE'RE PROPOSING WITH A HYBRID MODEL? BECAUSE THE PAGE YOU'RE ON IS TALKING ABOUT SOME DECENTRALIZED PARTS THAT ARE GOING TO STAY LIKE THAT, DECENTRALIZED, AND THEN SO DO YOU.

SO THERE ISN'T. A MODEL THAT'S.

YEAH, THERE ISN'T.

SO BASICALLY THE WAY THE FIELD RECOGNIZES THE MODELS IS IF YOU'RE GOING TO STAFF YOUR CLASSROOMS CENTRALLY WITH A CENTRALIZED MODEL FOR STAFFING CLASSROOMS LIKE HERE, WE'RE GOING TO GIVE YOU A TEACHER FOR SECOND GRADE AND A TEACHER FOR THIRD GRADE AND A TEACHER FOR FOURTH GRADE. YOU'RE IN THE CENTRALIZED MODEL.

IF AND NOT, AND THERE ARE DEFINITELY DECENTRALIZED DISTRICTS.

AND WE'LL TALK ABOUT THIS MORE IN A MINUTE.

THERE ARE DEFINITELY DECENTRALIZED DISTRICTS THAT LOCK SOME THINGS IN AND SAY, YOU KNOW WHAT, EVERY SCHOOL HAS TO HAVE A NURSE.

AND BY THE WAY, WE WANT EVERY SCHOOL TO HAVE A LIBRARIAN.

BUT THE BASIS OF THE MODEL OF HOW WE GET MONEY OUT TO THE SCHOOLS FOR SECOND GRADE TEACHERS WOULD STILL BE DECENTRALIZED.

AND SO THERE ISN'T A DISTRICT THAT I KNOW OF IN THE COUNTRY THAT THE FIELD CATEGORIZES AS A HYBRID. THERE MAY BE DISTRICTS THAT NAME THEMSELVES AS HYBRIDS AND THEY MIGHT SAY, WELL, YOU KNOW, I DO.

I DO ALL OUR STAFFING BASED ON THE CENTRALIZED MODEL.

AND I GIVE OUT SOME EXTRA MONEY FOR ELECTIVES AND SUPPLIES AND SOME OTHER FLEX MONEY FOR STIPENDS IN A STUDENT BASED MODEL.

THE FIELD WOULD CATEGORIZE THAT AS CENTRALIZED.

SO WHEN YOU WERE TALKING, SINCE WE ARE GOING TO DO A HYBRID MODEL, I'D APPRECIATE IT IF YOU KIND OF LIKE MIX IT IN AND SAY THAT THIS WOULD BE.

SO IN THE FIELD, WE WOULD DESCRIBE THE MODEL THAT'S BEEN PROPOSED AS CENTRALIZED.

SO I THINK THAT'S ONE OF THE LANGUAGE PIECE OF THIS COMES INTO PLAY THAT IF THE SECOND AND THIRD GRADE TEACHERS ARE ALLOCATED BY A STAFFING FORMULA THAT PUTS THE DISTRICT IN THE CENTRALIZED BUCKET, THAT'S HOW THAT THAT WORKS.

SO SO UNLESS THERE'S, YOU KNOW, THAT INDIVIDUAL SCHOOLS TAKE THEIR MONEY FOR THEIR VERY BASIC STAFF OF CLASSROOM TEACHERS, AND HAVE THAT AS A DOLLAR ALLOCATION THAT GOES TO EACH SCHOOL, THEN THEY WOULD BE CONSIDERED IN THE CENTRALIZED.

OKAY. BUT I THINK THE WAY THAT WE ARE DOING OURS, THE AMOUNT OF STUDENTS THAT YOU HAVE THAT ARE GIFTED AND TALENTED DEPENDS ON THE MONEY THAT YOU GET.

SO GIFTED AND TALENTED.

THAT'S JUST ONE AREA SINCE.

WELL, I'M SAYING LIKE SECOND GRADE.

RIGHT. SO YOUR BASIC CLASSROOM TEACHERS ARE IN THE CENTRALIZED MODEL THAT IS THE BASE MODEL THAT THAT WOULD BE IN.

AND I DON'T WANT TO SPEAK FOR THE DISTRICT BECAUSE I'M NOT AND I ACTUALLY HAVE NOT HAD ACCESS TO ALL THE INFORMATION.

BUT IN THE FIELD, THE FIELD DOESN'T DISTINGUISH A DISTRICT AS BEING HYBRID OR NOT.

AND THERE THERE ARE DISTRICTS THAT GIVE A LOT OF THEIR MONEY OUT IN A DECENTRALIZED ONE, PLUS SOME STAFFING POSITIONS THAT ARE LOCKED IN, OFTEN FOR THINGS LIKE A NURSE OR SPECIAL ED OR SOME OF THOSE KINDS OF POSITIONS.

AND THEY'RE DECENTRALIZED BECAUSE THE BULK OF THE CLASSROOM STAFFING MONEY IS IN THE STUDENT BASED FORMULA.

THERE ARE ALSO ONES IN THE CENTRALIZED MODEL THAT SAY, WE'RE GIVING YOU YOUR TEACHERS AND HERE'S SOME FLEX MONEY ON TOP THAT YOU CAN USE FOR SOME EXTRAS, LIKE IF YOU WANT MORE ORCHESTRA OR IF YOU WANT TO ADD ONE MORE THIS THEY WOULD BE CLASSIFIED AS CENTRALIZED BECAUSE THE BASE MODEL FOR HOW THEY STAFF THEIR CLASSROOMS IS IN A STAFFING FORMULA.

SO IT'S SORT OF LIKE WHICH IS THE BASE AND WHICH IS THE SORT OF.

SO THERE ARE SOME MODELS LIKE OURS, BUT YOU'RE NOT PRESENTING THEM.

WELL THOSE MODELS ARE HERE IN THE STAFF IN THE CENTRALIZED COLUMN.

OKAY. YEAH, THOSE ARE EMBEDDED IN THIS CENTRALIZED COLUMN HERE.

AND YOU KNOW, WE'RE MEETING WITH, INTERACTING WITH HUNDREDS OF DISTRICTS MONTHLY ON THIS.

AND SO THERE ARE THERE ABSOLUTELY ARE LOTS OF VARIATIONS ON THIS.

BUT THE THE MODEL SORT OF FALLS INTO ONE OF THESE THREE BUCKETS.

AND THERE ISN'T ONE THAT WOULD BE IDENTIFIED BY THE FIELD OR THE FEDERAL GOVERNMENT AS A HYBRID. OKAY.

SO. LET'S SEE WE DID I DO THIS.

SO LAST COUPLE OF POINTS ON THIS.

THE WEIGHTS ARE DELIBERATE.

[00:55:02]

THE FORMULA DETAIL IS OFTEN SUMMARIZED ON A SINGLE PAGE AND THEY'RE OFTEN MORE COMPLICATED THAN THIS. I HAVE SOME EXAMPLES, IF YOU WOULD LIKE ME TO SHOW THEM.

DISTRICT LEADERS GENERALLY MANAGE THE WEIGHTS, NOT EACH SCHOOL'S ALLOCATIONS OR HOW THE FUNDS ARE USED. THAT'S THE DECENTRALIZED MODEL.

AND THIS IS SORT OF IMPORTANT.

THE DISTRICT SPENDS THE SAME AMOUNT OF MONEY ON A STUDENT, REGARDLESS OF WHETHER THAT WHERE THAT STUDENT ATTENDS SCHOOL.

SO IF YOU ARE A LOW INCOME STUDENT AND AN ENGLISH LANGUAGE LEARNER AND YOU LAND AT THIS SCHOOL, THE DISTRICT SPENDS A FIXED AMOUNT OF MONEY ON YOU, AND IF YOU ATTEND THIS SCHOOL OVER HERE, IT'S THE SAME AMOUNT OF MONEY, NOT MORE MONEY COMES TO THIS ONE THAN THAT SCHOOL. SO AND THAT'S PARTLY WHY WE'LL GET TO THIS THE DECENTRALIZED MODEL HAS DEMONSTRATED QUITE A FEW EQUITY GAINS.

SO AS I MENTIONED, MORE OF THE LARGE URBAN DISTRICTS ARE MIGRATING TO THE DECENTRALIZED MODEL IN RECENT YEARS.

[INAUDIBLE] JUST ONE OF THE MOST RECENT ANNOUNCEMENTS.

ATLANTA HAS MOVED TO THIS ONE RECENTLY.

YOU HAVE A LOT OF BIG DISTRICTS CHICAGO, NEW YORK CITY, BOSTON, BALTIMORE AND SOME OF THESE DENVER, INDIANAPOLIS, NASHVILLE, MEMPHIS.

THESE ARE THE KIND OF DISTRICTS THAT HAVE MOVED TO THE DECENTRALIZED MODEL IN RECENT YEARS. AND PART OF IT IS THE SIZE THING.

THE LARGER THE SYSTEM, THE MORE YOU NEED SYSTEMS IN PLACE THAT CREATE EQUITY BECAUSE IT'S SUPER COMPLICATED.

ALSO, THE MORE ACCUSATIONS THERE ARE OF LACK OF TRANSPARENCY BECAUSE IT'S HARD TO FIGURE OUT HOW THE SYSTEM IS FUNDED.

EVERYBODY DOESN'T KNOW EACH OTHER.

SO OFTEN THE TRANSPARENCY HELPS WITH THE TRUST.

SO WE DID A BIG STUDY ON [INAUDIBLE] STUDENT FUNDING MODELS FUNDED BY THE FEDERAL GOVERNMENT A COUPLE OF YEARS AGO, WENT AND INTERVIEWED A LOT OF THE DISTRICTS AS PART OF THAT. AND THE NUMBER ONE REASON THAT WEIGHTED STUDENT FORMULA MODELS WERE GAINING TRACTION OR BEING ADOPTED IN DISTRICTS WAS FOR EQUITY.

THAT CAME UP FIRST.

ALSO, MOST OFTEN MENTIONED IN TANDEM WITH EQUITY WERE FLEXIBILITY AND RESOURCE USE SO THAT DIFFERENT SCHOOLS COULD HAVE SOME FLEXIBILITY TO DESIGN THEIR SCHOOLS DIFFERENTLY.

AND TRANSPARENCY AND I SAY WITH TRANSPARENCY, THAT'S ALSO A TRUST THING.

SO PEOPLE WANT TO KNOW HOW COME I GOT THE AMOUNT OF MONEY THAT I GOT? THE PUBLIC WANTED TO KNOW.

THEY WANTED THAT SENSE OF FAIRNESS.

AND THEN THE NEXT THREE SORT OF GO HAND IN HAND.

WE SAW A LOT OF DISCUSSION ABOUT ACCOUNTABILITY STRUCTURES THAT WE WANT TO MAKE SURE WE'RE HOLDING SCHOOLS ACCOUNTABLE.

SO WE NEED TO HAVE A FAIR WAY TO FUND SCHOOLS AND A FAIR, FAIR IT HAS TO BE FAIR THAT WE HOLD THEM ACCOUNTABLE FOR THAT.

THE FEDERAL GOVERNMENT, AS YOU KNOW, REPORTS STUDENT OUTCOMES BY SCHOOL.

SO THAT UNIT OF THE SCHOOL IS IMPORTANT.

FINANCIAL SUSTAINABILITY WAS ANOTHER ONE, THE SENSE THAT SCHOOL DISTRICTS EXPAND AND CONTRACT AND SO THE MONEY SHOULD AUTOMATICALLY EXPAND AND CONTRACT WITH THE STUDENT POPULATION. AND WHEN YOU'RE FUNDING STUDENTS, THAT WOULD AUTOMATICALLY HAPPEN WITH THAT VERSUS LEAVING A SYSTEM INTACT AND WAITING FOR THE CENTRAL OFFICE TO KIND OF COME IN AND DO THAT, THAT CUTTING.

AND THEN SERVICE ORIENTED CENTRAL DEPARTMENTS.

WHEN SCHOOLS HAVE MONEY, THEY HAVE A LOT MORE AGENCY AND THEIR INVOLVEMENT IN HOW RESOURCES ARE USED.

AND THEY TURN AND ASK, YOU KNOW, ASK FOR THE RESOURCES THAT ARE CARVED OFF AND GIVEN TO CENTRAL DEPARTMENTS.

HOW ARE THOSE HELPING MY SCHOOL? AND YOU HAVE THAT KIND OF PUSH AND PULL THERE, WHICH WE THINK IS HEALTHY, SO THAT THAT'S WHY THEY'RE DOING IT.

ALSO, IT'S WORTH NOTING THAT THERE ARE A LOT OF WAYS TO MEASURE EQUITY, AND SOME PEOPLE WILL SAY IT'S NOT FAIR IF THIS SCHOOL HAS A STAFF MEMBER AND THIS ONE DOESN'T.

AND THAT WOULD BE CONSIDERED IF YOU LOOK AT TERMS OF EQUITY IN TERMS OF STAFFING OR ACCESS TO STAFFING.

SO RIGHT NOW, ANYWAY, THE MOVE HAS BEEN TO MEASURE EQUITY IN SPENDING PER PUPIL BY SCHOOL AND THAT CAME AROUND IN A 2015 FEDERAL LAW WAS BIPARTISAN AND CALLED THE EVERY STUDENT SUCCEEDS ACT, AND THAT REQUIRES STATES TO POST EXPENDITURES PER PUPIL BY SCHOOL FOR EVERY SCHOOL. SO THAT'S THE MEASURE USED RIGHT NOW FOR EQUITY ON THAT ONE.

SO IT'S A PER PUPIL MEASURE, WHICH IS NOT A, YOU KNOW, WHICH COMPLEMENT OF STAFF YOU HAVE. SO THAT'S WHY YOU'RE SEEING SOME MOVEMENT, I THINK, IN THIS DIRECTION.

THOSE NUMBERS CAME OUT FOR THE FIRST TIME IN 2020, SO IT'S A RELATIVELY NEWER FEATURE AND HOW WE'RE ABLE TO KIND OF GO BACK AND MEASURE THAT FOR A LOT OF DIFFERENT DISTRICTS.

SO THE QUESTION CAME UP ABOUT HYBRIDS AND I WANT TO BE REALLY CLEAR HERE, THERE IS NO DISTRICT IN THE COUNTRY THAT PUTS 100% OF ITS MONEY INTO A STUDENT BASED FORMULA.

[01:00:06]

THERE JUST ISN'T.

NO, NEW ORLEANS IS THE CLOSEST THING EVEN THOSE DATA ARE A FEW YEARS OLD.

IT'S REALLY MORE OF A MODEL OF CHARTER SCHOOLS.

I'M NOT EVEN SURE IT'S LIKE A PERFECT FIT HERE.

BUT MOSTLY WHAT YOU'RE SEEING IN THE DISTRICTS THAT ARE DOING THIS IS SOMEWHERE IN THE NEIGHBORHOOD OF LIKE 30 TO 40%, AND THAT'S OF THE DISTRICT'S TOTAL RESOURCES.

SO I REMEMBER THE FEDERAL MONEY GENERALLY IS NOT IN THE FORMULA.

IT HAS TOO MANY RULES.

IT'S IT GOES UP AND DOWN EVERY YEAR.

IT'S GOT ITS OWN KIND OF THING GOING.

AND WE COULD TALK ABOUT THAT IN A MINUTE.

SO THAT'S PART OF WHAT'S NOT IN THERE.

OFTENTIMES, DISTRICTS DON'T PUT THEIR PENSION FUNDS IN THERE OR TRANSPORTATION FUNDS IN THERE. SO THERE'S A BUNCH OF OTHER CHUNKS OF THIS MONEY THAT ARE THAT ARE OUTSIDE THE FORMULA. SOME OF THE DISTRICTS ARE NOT INCLUDING SPECIAL ED.

SO THAT BECOMES ANOTHER KIND OF LAYER ON THING.

SOME OF THEM DON'T PUT BENEFITS IN THERE.

SO BENEFITS HAVE REALLY BIG TICKET ITEM.

RIGHT. IT'S A HUGE SLICE OF THE BUDGET, SOMETIMES MAYBE 20% OR MORE.

AND WHAT THEY'RE DOING IS SAYING, WELL, I'M NOT GOING TO HAVE THE SCHOOLS LAYER IN THE BENEFITS ON THAT, SO I'M JUST GOING TO LAYER IN THE STAFF.

SO SO THAT'S WHY YOU'RE SEEING NUMBERS THAT YOU'RE SEEING.

THIS ISN'T PERCENT OF EACH SCHOOL'S MONEY.

THIS IS PERCENT OF THE ENTIRE BIG WHOLE BUDGET THAT INCLUDES CUSTODIAL AND EVERYTHING ELSE LIKE THAT, YOU KNOW, MAINTENANCE AND ALL THESE OTHER KINDS OF COSTS.

SO THAT'S THE THOSE ARE THE KIND OF NUMBERS THAT WE'RE SEEING.

IS THAT A QUESTION? YES. DO YOU MIND? SO WHAT IS THE SUCCESS RATE FOR THESE LARGE DISTRICTS THAT FUNCTION A HIGHER PERCENTAGE OF THIS MODEL.

SO SAY JEFFERSON COUNTY ON THE SCREEN, OR WHICH IS 50%, DO YOU SEE THAT AVERAGE OUTCOME [INAUDIBLE] BETTER? WE'LL GET TO THAT. I WISH I JUST HAD A ONE WORD ANSWER FOR YOU, BUT IT'S A LITTLE BIT MORE COMPLICATED THAN THAT. SO RIGHT ON CUE, THE BURNING QUESTION, DOES FINANCIAL DECENTRALIZATION YIELD IMPROVED OUTCOMES FOR STUDENTS? AND I HAVE A LOT FOR YOU HERE ON THIS.

BUT JUST TO CUT TO THE CHASE, IT IS, OF COURSE, HARD TO STUDY.

WHEN YOU STUDY IN NEW YORK CITY, THERE'S NO COMPARISON DISTRICT THAT LOOKED EXACTLY LIKE NEW YORK CITY HAS A MILLION STUDENTS AND THAT WE CAN SORT OF COMPARE AND CONTRAST IT TO VERY LITTLE IS CAUSAL.

AND YOU CAN IMAGINE THIS YOU CAN IMAGINE A AN EIGHTH GRADER WORKING ON THEIR ALGEBRA AND THE DISTRICT MOVES FROM A CENTRALIZED TO A DECENTRALIZED FUNDING FORMULA.

AND THE KID GOES, OH, I CAN NOW FACTOR MY EQUATIONS.

I GET IT. NOW THAT'S WHAT THE SORT OF LEAP WE HAVE OR I CAN READ NOW, RIGHT? THAT'S THE SORT OF LINK BETWEEN THE FINANCIAL MODEL AND STUDENT LEARNING.

SO IT'S VERY HARD IN THIS SPACE TO DO CAUSAL STUFF.

WE DO HAVE SOME STUFF FOR YOU.

AS I MENTIONED, DISTRICTS HAVE UNEVEN IMPLEMENTATION.

THIS IS TRUE FOR STAFFING BASED MODELS AS WELL.

SOME DO STAFFING BASED MODELS AND THEN DO VERY DUMB THINGS WITH THEM AS WELL.

BUT IN GENERAL THE RESULTS ARE PROMISING.

THERE ARE SOME PLACES WHERE THE RESULTS ARE STRONGER THAN OTHERS.

BUT I WANT TO TAKE YOU A LITTLE BIT THROUGH THE RATIONALE FOR THAT SO YOU CAN GET A SENSE OF IT. I READ THIS SLIDE PARTLY FOR ENTERTAINMENT, BUT SINCE THE BEGINNING OF TIME, [INAUDIBLE] FINANCE RESEARCHERS LIKE MYSELF HAVE BEEN EXPLORING THE RELATIONSHIP BETWEEN SPENDING AND SCHOOLING OUTCOMES.

AND IT'S BEEN A LABOR OF LOVE FOR MANY REASONS.

I THINK WE NEED MORE BATTERIES IN THE CLICKER.

BUT THE RESEARCH HYPOTHESIS, OH YOU LIFTED UP OKAY.

THE RESEARCH HYPOTHESES AND THE POLICY HAS BEEN CHANGING THROUGH THE AGES ON THIS.

SO BACK MAYBE TWO DECADES AGO OR SO, THERE WAS THE ARGUMENT THAT IT'S THE AMOUNT OF MONEY THAT MATTERS WHEN IT COMES TO SCHOOL.

IF YOU GIVE A SCHOOL MORE MONEY, THEY GET HIGHER OUTCOMES.

AND THAT WAS THAT IN THE EIGHTIES AND NINETIES REALLY DROVE A LOT OF LEVELING UP AND PUSH FOR MORE EQUITABLE FUNDING AND THAT WAS WARRANTED.

WE HAD GROSS INEQUITIES IN THIS COUNTRY, SO A LOT OF THAT WORK WAS DONE.

WE SAW THAT THAT LEVELING UP STARTED TO HAPPEN.

MANY PLACES STILL HAVE SOME WORK TO DO.

THAT'S SORT OF WHERE THE POLICY EFFORT WENT THEN.

AND PROBABLY NOT SURPRISING THIS DRUMBEAT STARTED.

WELL, ACTUALLY, ALSO WHAT MATTERS IS HOW THE MONEY IS SPENT.

LIKE WHAT'S PURCHASED IF YOU WASTE ALL YOUR MONEY ON SOMETHING, SOMETHING, SOMETHING, INSTEAD OF SPENDING IT ON SOMETHING THAT MATTERS, THEN NO WONDER YOU DIDN'T GET MORE RESULTS FROM THIS.

AND THAT PUT A LOT OF POLICY IN PLACE THAT WERE PRESCRIPTIONS FOR CLASS SIZES, SPECIFIC STAFFING, READING COACHES, SPECIFIC PROGRAMS AND SO ON.

[01:05:02]

AND THEN WHAT HAPPENED AS WE LOOKED AT THE RESEARCH ON IT, FIRST OF ALL, IT DIDN'T YIELD AS MANY OF THE BENEFITS AS I THINK WE HAD HOPED FOR.

AND NOW THAT LEADS US TO PHASE THREE, WHICH IS A NEWER PHASE MAYBE IN THE LAST 5 TO 7 YEARS ON WHAT MATTERS IS WHO PARTICIPATES IN THE DECISION.

SO THESE ARE ALL CASCADING.

IT MATTERS HOW MUCH MONEY AND IT MATTERS HOW IT'S SPENT, AND IT MATTERS WHO PARTICIPATES IN THE DECISION ON HOW TO SPEND THE MONEY.

DISTRICT SCHOOLS, STATE LEADERS WHO PARTICIPATES IN THAT WITH THIS THEORY THAT IF PEOPLE HAVE A SAY IN THE DECISIONS THAT ARE MADE IN THEIR COMMUNITY, THEN THEY BEHAVE DIFFERENTLY AND GET DIFFERENT OUTCOMES FROM THEM.

IF THEY HAVE NO SAY IN THOSE DECISIONS, THEN THEY'RE LESS WEDDED TO THEM.

AND BEHAVIOR ULTIMATELY IS WHAT AFFECTS SOME OF THIS OUTCOME.

SO RIGHT NOW WHAT WE'RE SEEING IS A LOT OF POLICIES NOW THAT ARE DRIVING TOWARD OFFERING MORE FINANCIAL DECENTRALIZATION, MORE FLEXIBILITY, THIS STUDENT BASED ALLOCATION, WEIGHTED STUDENT FUNDING, AND I'LL TALK ABOUT THAT MORE IN A SECOND.

BUT JUST TO JUST TO ADD ON THIS, I'M GOING TO DO TWO QUESTIONS.

THIS KIND OF RECAPS THIS THE FIRST QUESTION, TRUE OR FALSE.

TWO, SCHOOLS CAN SPEND THE SAME AMOUNT OF MONEY WITH ROUGHLY THE SAME MIX OF KIDS AND GET DIFFERENT OUTCOMES.

AND WE ALL SAY, OF COURSE THAT'S TRUE, RIGHT? WE KNOW THAT'S TRUE.

IT'S FRUSTRATING, BUT IT'S TRUE.

AND THEN PEOPLE SAY, WELL, WHAT MATTERS IS HOW THAT MONEY WAS SPENT.

LIKE, WHAT DO WE BUY WITH IT? AND THEN WE COULD SAY, ALL RIGHT, WELL, TWO SCHOOLS CAN SPEND THE SAME AMOUNT OF MONEY, HAVE THE SAME ROUGHLY THE SAME MIX OF KIDS, AND SPEND IT IN THE SAME WAY.

BOTH HAVE A LIBRARIAN.

THEY BOTH FOR READING COACH AND GET DIFFERENT OUTCOMES FOR KIDS.

AND THEN OF COURSE WE ALL GO, OH, YEAH, THAT'S RIGHT.

THAT'S TRUE TOO, RIGHT? WE KNOW THAT'S TRUE. AND IF I HAD AN ENTIRE ROOM FULL OF TEACHERS, RIGHT NOW.

THEY WOULD BE ROLLING THEIR EYES AT ME GOING, REALLY? DID YOU THINK THE HUMANS DIDN'T MATTER? I DON'T EVEN KNOW WHY YOU'RE ASKING THAT QUESTION.

AND I HAVE TO SAY, FOR THOSE OF US WHO STUDY THIS, WE DON'T HAVE VARIABLES ON THE HUMANS IN OUR SPREADSHEET. WE JUST KNOW HOW MANY THERE ARE AND HOW MANY ARE IN THIS POSITION, HOW MUCH THEY'RE PAID. WE DON'T KNOW HOW HARD THEY'RE WORKING AND WHAT THOSE RELATIONSHIPS ARE WITH TEACHERS AND WITH PARENTS AND KIDS AND AND HOW WELL THEY HUSTLE WITH THEIR PRINCIPAL TO TRY TO GET THINGS DONE.

SO I THINK WHAT ULTIMATELY HAPPENED WAS WE FIGURED WE NEED TO FIGURE OUT HOW TO ACTIVATE THAT. HOW DO WE GET THAT HUMANNESS IN THE EQUATION INSTEAD OF DOING WHAT WE'VE ALWAYS DONE, WHICH IS IGNORE IT.

WE SORT OF ASSUMED THAT YOU COULD LINE UP THE HUMANS IN A CERTAIN WAY AND GET A CERTAIN OUTCOME, AND THAT THAT WAS A FUNDAMENTAL MISUNDERSTANDING OF HUMAN BEHAVIOR.

AND IT TURNS OUT THAT HUMANS WANT TO PARTICIPATE IN THESE DECISIONS.

THEY WANT TO HAVE SOME SAY IN THEM, AND THEY WANT TO SORT OF ADJUST THEM BASED AND THE HUMANS ARE DIFFERENT. SO SOMETIMES WHAT IS AN AMAZING INVESTMENT IN A LIBRARIAN IN ONE SCHOOL IS NOT SO AMAZING IN THE NEXT ONE OVER BECAUSE THE HUMANS ARE JUST DIFFERENT PEOPLE AND THEY INTERACT DIFFERENTLY AND ALL OF THAT.

SO WHAT THE SYSTEMS WERE TRYING TO DO IS ACTIVATE THAT HUMANNESS, PUT IT TO WORK, PUT IT INTO THE SYSTEM INSTEAD OF IGNORING IT.

AND THAT MEANT, WELL, WE'VE GOT TO FUND THE SCHOOLS FAIRLY BECAUSE THE HUMANS AREN'T GOING TO BE THAT INTO THIS IF THEY DON'T THINK WE FUNDED THEM FAIRLY.

WE'VE GOT TO BE TRANSPARENT AND CREATE TRUST AND WE NEED TO SHARE INFORMATION ABOUT WHAT WORKS. BUT IN THE END, THE RESEARCH IS PRETTY LEAN IN TERMS OF HOW DIFFERENT PURCHASED INPUTS, HOW MUCH OF THE OUTCOMES THOSE EXPLAINED.

IT'S JUST IT DIDN'T GIVE US WHAT WE WERE HOPING FOR.

AND SO WE NEED TO KIND OF JUMP IN WITH THIS HUMAN ELEMENT AND BUILD IT INTO OUR SYSTEM.

SO THAT'S WHY THERE'S A LOT OF ACTIVITY ON THIS RIGHT NOW.

IT IS ON THE RISE.

I'D SAY FINANCE IS SORT OF BEEN COMPLICATED AND IT MAKES IT SORT OF MIND BLOWING IN LOTS OF WAYS. BUT WE HAVE THIS EMPHASIS ON SCHOOL AS A UNIT OF CHANGE, THAT THERE ARE INGREDIENTS IN THE BUILDING THAT HAVE TO FIT TOGETHER TO REALLY GET THESE OUTCOMES.

WE HAVE DISTRICTS INCREASINGLY ADOPTING OR ADVANCING WAY TO STUDENT FUNDING.

THEY'RE SORT OF PUTTING MORE MONEY IN THEIR FORMULAS.

AND YOU CAN SEE A LOT OF THOSE.

WE HAVE STATES SHIFTING THEIR FINANCE FORMULAS AWAY FROM INPUT BASED SCHOOLING AND TRYING TO CREATE MORE STUDENT BASED AND MORE FLEXIBILITY TO TRY TO ACTIVATE THAT ENGAGEMENT EVEN IN THEIR SMALL DISTRICTS.

THE [INAUDIBLE] INCREASED BROADLY INCREASED FLEXIBILITY IN THE FEDERAL FUNDS IN THEIR SUPPLEMENT, NOT [INAUDIBLE] REGULATIONS.

AND THERE ARE OTHER GRANTS ALSO IN ESSA, THEY PUT A WEIGHTED STUDENT FORMULA PILOT AND THEY WERE BASICALLY SAYING, IF YOU WANT, YOU CAN PUT SOME FEDERAL MONEY INTO YOUR FORMULA, WHICH WAS A NO NO BEFORE THAT TIME.

AND THERE ARE THESE REQUIREMENTS FOR NEW REPORTING OF EXPENDITURES BY SCHOOL, NOT INPUTS, BUT THE MONEY.

AND I THINK THAT'S IT.

[01:10:03]

[INAUDIBLE] NEW PRINCIPAL TRADING PROGRAMS THAT ARE TRYING TO BOOST PRINCIPAL PARTICIPATION IN RESOURCE USE SO PEOPLE KNOW HOW MUCH STUFF COSTS THAT THEY CAN SORT OF LEAD WITH THAT. I UNDERSTAND OUR LIBRARIAN IS $70,000.

I WANT TO SEE THIS AS A $70,000 INVESTMENT AND REALLY GET MY $70,000 OUT OF IT, VERSUS WE WERE ASSIGNED A LIBRARIAN, YOU WORK DOWN AT THE END OF THE HALL KIND OF THING.

SO THAT'S SORT OF WHERE WE'VE SEEN A LOT OF THIS ACTIVITY.

WHAT'S THE CONNECTION TO STUDENT PERFORMANCE LIKE? WHAT IS THE PLAUSIBLE LIKE? WHY WOULD THAT EVEN MATTER? YOU KNOW, THAT'S SORT OF TWO COMPLEMENTARY THEORIES THAT ARE AT PLAY THAT MAYBE SCHOOLS CAN CUSTOMIZE THE DECISIONS.

AND IT'S IN THAT CUSTOMIZATION WHERE WE'LL SEE THE NEEDS OF THE STUDENTS AND WE'LL SAY, WELL, WHAT OUR STUDENTS NEED IS, IS REALLY TO GET TO SCHOOL.

AND IF WE CAN GET THEM TO SCHOOL, THEN WE CAN MEET THEIR NEEDS.

AND SO WE'RE GOING TO WORK ON PROGRAMS THAT GET THEM TO SCHOOL VERSUS MAYBE EVEN READING PROGRAMS THAT ONCE THEY'RE AT SCHOOL, YOU KNOW, WE CAN WORK ON READING.

SO WE'RE KIND OF SEEING THAT DISTINGUISHING.

AND THEY CAN ALSO BE CUSTOMIZED AROUND THE STRENGTHS AND WEAKNESSES OF STAFF.

SO IF YOU HAVE A WEAK SPOT IN YOUR STAFF, YOU CAN ADD SOMETHING TO ACCOMMODATE FOR THAT.

BUT THE ACTUAL I THINK THE RESEARCH IS LANDING THAT THE BIGGER POWER IS IN THE ENGAGEMENT PIECE, THAT THE OWNERSHIP OF THE MONEY AND SOME ROLE TO PLAY IN THAT ACTUALLY AFFECTS BEHAVIOR. IT INCREASES PARTICIPATION, SENSE OF CONTROL, SCHOOL TEAMS, OWN THE TRADE OFFS THEY MAKE, THEY ALSO OWN THE OUTCOMES AS THEIRS AND THERE IS REDUCED BLAME ON SOME OUTSIDE FACTOR FOR WHY OUR KIDS GET LOW RESULTS.

SO THAT'S KIND OF WHERE WE WERE WITH THAT.

THERE ARE SOME SOME ONGOING IMPLEMENTATION ISSUES AND I WOULD SAY ALMOST EVERY DISTRICT THAT ABSOLUTELY DESERVE ATTENTION.

BIG ONE PLAN FOR UNDER ENROLLED SCHOOLS.

RIGHT, IF THE SCHOOL GETS TO BE SO SMALL.

WE'VE GOT TO FIGURE THAT ONE OUT.

AND I WOULD SAY OTHERWISE, YOU END UP TAKING MONEY OUTSIDE OF THE FORMULA, DUMPING IT IN THOSE SCHOOLS.

AND WHILE YOU'RE AT IT SORT OF BLEEDING THE FORMULA DRY AND THEN EVERYBODY'S MAD.

SO WE'VE WE KNOW CLOSING SCHOOLS IS HARD FOR ANY DISTRICT.

IT'S ACTUALLY THE HARDEST THING DISTRICTS CAN DO AND CAUSE A LOT OF PAIN AND STRESS IN COMMUNITIES. ONE OF THE STRATEGIES WE'VE SEEN THAT A DISTRICT CAN DO IS SAY IF A SCHOOL GETS SO SMALL THAT IT CAN'T SURVIVE ON THE FORMULA, IT CAN KIND OF WAVE THE FLAG AND SAY, WE CAN'T, WE CAN'T DO IT ANYMORE.

WE'LL GO OFF THE FORMULA.

AND THEY GET SOME EXTRA MONEY WHEN THEY GO OFF THE FORMULA, BUT THEY DON'T TAKE ANY MORE STUDENTS. AND THOSE STUDENTS FINISH OUT OVER WHATEVER IT IS THREE OR FIVE YEARS.

AND IN SOME WAY THE SCHOOL KID GETS TO MAKE THAT DECISION INSTEAD OF THE DISTRICT INFLICTING IT ON A COMMUNITY.

AND BUT I'M NOT KIDDING.

IT'S REALLY A HARD THING FOR ALL DISTRICTS.

IF YOU IF YOU DON'T BELIEVE ME, I COULD TELL YOU SOME STORIES EVEN FROM THE LAST MONTH IN DIFFERENT PARTS OF THE COUNTRY.

ANOTHER ONGOING IMPLEMENTATION IS PRINCIPAL TRAINING.

YOU CAN'T NEGLECT THAT IF YOU'RE BRINGING IN NEW PRINCIPALS INTO A DISTRICT, THEY THEY NEED TO KIND OF GET UP TO SPEED ON HOW THE MODEL WORKS.

THEY NEED TO GET SUPPORT FROM FROM THE TOP TIER PRINCIPALS AND SO ON.

ANOTHER PIECE OF THIS.

YOU'VE STILL GOT TO STAY IN THE ROLE AS A DISTRICT OF MANAGING THE ACCOUNTABILITY, USING OUTCOMES DATA AND REALLY FOCUS ON THOSE LOWER PERFORMING SCHOOLS AND, CENTRAL OFFICE BLOAT. AND I'LL I'LL DO THE ACCOUNTABILITY PIECE IN A MOMENT.

BUT THERE'S A TENDENCY TO ADD MONEY AND STAFF TO CENTRAL OFFICES.

AND AND THAT BECOMES SORT OF LIKE UNDER OUR CONTROL, DON'T PUT IT IN THE SCHOOLS, BUT THAT TENDENCY TAKES SOME REAL PUSHBACK ON IT.

AND I'M NOT SAYING THAT ANYONE'S BAD ACTORS ON THIS.

I'VE SEEN THIS ALL AROUND THE COUNTRY, BUT IT'S JUST SORT OF A NATURAL TENDENCY.

BUT THE BIGGER THE CENTRAL OFFICE, THE LESS MONEY IS IN THE SCHOOLS AND THE MORE AS THE SCHOOLS ARE FRUSTRATED WITH THEIR AMOUNT OF RESOURCES.

SO I'M GOING TO DO ONE MORE BIT ON THIS ACCOUNTABILITY PIECE, WHICH IF YOU'RE REALLY.

COMES DOWN MS. ROSA, CAN YOU PAUSE FOR A SECOND.

I WILL. SURE.

THANK YOU. LET'S GO BACK THAT ONE SLIDE.

THE ONGOING IMPLEMENTATION ISSUES DESERVING ATTENTION, OBVIOUSLY, AS PLANNED FOR UNENROLLED SCHOOLS.

AND SO I HEARD YOU SAY THAT ORDINARILY WHEN YOU SEE THOSE OPPORTUNITIES WITH THOSE SCHOOLS THAT HAVE BEEN UNDER ENROLLED.

AND SO YOU WERE SAYING THAT ORDINARILY THEY ARE CLOSED? NO. SO I WILL SAY THIS, SMALL SCHOOLS CAN EXIST ON A STUDENT BASED FORMULA.

THEY OFTEN OPERATE DIFFERENTLY.

[01:15:03]

SO THEY DO THINGS.

I'VE GONE AROUND THE COUNTRY AND SEEN THEM.

AND THEY DO THINGS LIKE THE PRINCIPAL TEACHES A CLASS AND MAYBE THE MUSIC TEACHER IS ALSO THE COUNSELOR.

SO WE'VE SEEN THAT HAPPEN.

MAYBE THEY'RE USING MORE.

I VISITED A SCHOOL LIKE THIS THAT WAS USING FOR SOME OF ITS ELECTIVES, ONLINE CLASSES.

MY OWN KIDS WENT TO A SCHOOL THAT THAT DID THAT AND TOOK AN AP CLASS AND VIA THE ONLINE MODEL FOR THAT BECAUSE THE SCHOOL DIDN'T HAVE THAT MANY AP EXPERTS IN THERE.

SO THEY HAVE TO RUN DIFFERENTLY.

I WILL SAY THERE CAN GET TO BE A SIZE WHERE NOBODY'S HAPPY ABOUT THE RESOURCES THEY HAVE AND THE KIND OF PROGRAM THEY CAN GIVE.

SO WALK IT BACK.

200 KIDS OR SOMETHING. SO WALK IT BACK.

I HEARD YOU MENTIONED AND I'M NOT SURE I CAN'T PARAPHRASE EXACTLY WHAT YOU SAID, BUT I HEARD YOU MENTIONED THAT NOBODY SOMETIMES PEOPLE DON'T WANT TO TALK ABOUT THE FACT THAT WE MAY HAVE TO CONSIDER CLOSING UNDER ENROLL SCHOOLS.

THAT WAS WHAT YOU SAID A FEW MINUTES AGO.

THAT'S WHY I WENT TO WALK IT BACK.

AM I CORRECT? THAT'S RIGHT.

SO IF YOU IF YOU HAVE A SCHOOL THAT'S COME TO THE DISTRICT AND SAID WE GOT SMALL ENOUGH, THERE'S NO WAY WE CAN OFFER A DECENT PROGRAM ON THE MONEY THAT WE GET FROM THE FORMULA BECAUSE WE ONLY HAVE 200 KIDS NOW OR SO.

AND BASED ON THE FORMULA, THAT'S NOT ENOUGH MONEY TO OFFER ALL THE THINGS WE WANTED TO OFFER. AND OUR PARENTS ARE MAD AND WE'RE MAD WE CAN'T DO IT.

THAT'S WHEN THE A GOOD MOMENT FOR THE SCHOOL TO COME OFF THE FORMULA, GET EXTRA MONEY AND BE SLATED FOR CLOSURE.

OKAY. [INAUDIBLE].

YEAH, I HAVE SEEN AND THIS WAS RECENTLY IN CHICAGO SCHOOLS DON'T WANT TO CLOSE EITHER AND SOME OF THEM DID SOME CLEVER AND CREATIVE THINGS TO STILL OPERATE ON THE LOWER NUMBER.

TWO SCHOOLS CHOSE TO SHARE A PRINCIPAL.

THEY SAID, HEY, WE GOT A PLAN.

WE GOT THIS GREAT PRINCIPLE OVER HERE.

WE'RE BOTH SORT OF UNDER ENROLLED SCHOOLS.

WE'RE NEAR EACH OTHER.

WE'RE GOING TO SHARE THE PRINCIPAL.

WE HAVE A COUPLE OTHER STAFF WE'RE GOING TO SHARE.

WE'RE GOING TO KEEP KEEP OPERATING.

SO THE UNDER ENROLLED, THOUGH, IS FROM WHAT I'M SEEING IN THIS PRESENTATION, THE UNENROLLED AND THE LOWER PERFORMING SCHOOLS SORT OF GO HAND IN HAND FOR THE MOST PART.

OFTEN THEY DO BECAUSE FAMILIES MIGRATE TO HIGHER PERFORMING SCHOOLS.

AND I GUESS WE'LL WAIT FOR THE END OF IT BECAUSE I WANT TO ASK A QUESTION AT THE END OF THE PRESENTATION. I KNOW RIGHT NOW BECAUSE IT'S HARD FOR ME TO GO INTO THAT AREA THAT OUR SCHOOLS ARE GETTING A SMALL SCHOOL SUBSIDY.

SO I WAS REALLY WANTING TO QUESTION AND I KNOW YOU CAN'T ANSWER IT, IS THAT GOING TO BE TAKEN AWAY, THE SMALL SCHOOL SUBSIDY? SO I CANNOT ANSWER IT.

BUT I CAN TELL YOU THAT IF YOU'RE SPENDING MONEY ON ANYTHING, A SMALL SCHOOL SUBSIDY, THAT'S LESS MONEY FOR THE BASE.

RIGHT. OR FOR ANY OTHER SCHOOL.

SO YOU WANT TO THINK CAREFULLY ABOUT ANY OF THESE ADDITIONS? I CAN SAY. RIGHT.

RIGHT. YEAH. RIGHT NOW, SOME OF THE SMALL SCHOOLS ARE ALREADY RELATIVELY EXPENSIVE BECAUSE OF THAT SMALL SCHOOL SUBSIDY.

OKAY. YOU HAVE? I'M SORRY.

OKAY. SO I WAS GOING TO HOLD THIS QUESTION TO THE END.

BUT BUT I NEED TO GO AHEAD AND UNDERSTAND SOMETHING RIGHT NOW.

ORIGINALLY, WHEN YOU DESCRIBED THE DIFFERENT DECENTRALIZATION, HAVE YOU READ OUR MODEL? YES. SO WOULD YOU AGREE WITH ME THAT THERE ARE SOME ASPECTS THAT CENTRALIZED IN SOME ASPECTS THAT'S DECENTRALIZED? YES. AND SO.

THAT'S TRUE [INAUDIBLE]. OKAY.

JUST LET ME ASK MY QUESTION.

I'M SORRY. AND SO YOU'RE SUGGESTING TO US TODAY BECAUSE YOUR FIELD DOES NOT RECOGNIZE A HYBRID, THAT THERE IS NOT A HYBRID.

BUT IS IT A POSSIBILITY THAT HISD IS ON THE CUTTING EDGE AND WE'RE CREATING A HYBRID THAT YOUR FIELD WILL IN THE FUTURE RECOGNIZE? WELL, IT IS A MATTER OF SEMANTICS.

SO WHAT I HAVE DESCRIBED HERE AND IT'S THIS THE FIELD OF EDUCATION, FINANCE, RIGHT.

IS BUT WHAT THE HYBRID THAT'S BEEN DESCRIBED HERE IN THE FIELD VERY MUCH REPRESENTS WHAT EVERYBODY WOULD CALL A CENTRALIZED MODEL.

IT'S NOT DIFFERENT FROM THE ONES THAT ARE CENTRALIZED.

IT LOOKS LIKE THE ONES THAT ARE CENTRALIZED.

THERE IT JUST ISN'T, IT'S NOT A WHOLE NEW MODEL THAT'S UNIQUE IN A DIFFERENT WAY.

IT ACTUALLY RESEMBLES MANY OF THE ONES THAT ARE DECENTRALIZED OR SORRY, CENTRALIZED.

[01:20:06]

AND I AM JUST REALLY KIND OF NEAR THE END.

I JUST HAD ONE MORE SLIDE. SO YOU WANT TO JUMP IN NOW? I'M FINE WITH THAT.

OKAY. YEAH.

OKAY. DO YOU WANT TO DO ANY MORE? ALL RIGHT. ALL I WAS GOING TO SAY IS WHAT TO DO ABOUT LOW PERFORMING SCHOOLS.

RIGHT? THIS IS AN AGE OLD ISSUE.

WHETHER YOU'RE IN CENTRALIZED OR DECENTRALIZED, IF YOU'RE IN DECENTRALIZED, SOMETIMES DISTRICTS FEEL LIKE I DON'T HAVE ANYTHING TO DO BECAUSE WE'RE DECENTRALIZED.

AND YET I HAVE SOME LOW PERFORMING SCHOOLS.

IF YOUR SCHOOL IS LOW PERFORMING AND THE DISTRICT SHORTCHANGED IT LIKE SCHOOL C, WELL THEN PROBABLY THE SCHOOL DESERVES A BIT MORE MONEY AND WE'VE GOT TO FIGURE OUT WHAT WENT WRONG THERE AND THE FORMULA.

BUT USUALLY IN A DECENTRALIZED MODEL, WE'VE CLEANED UP THE MONEY, SO NOW WE JUST HAVE TO DEAL WITH THE PERFORMANCE.

AND IT DOESN'T MEAN THAT CENTRAL OFFICE ABDICATES ITS ROLE IN LOW PERFORMING SCHOOLS.

SO FIRST OF ALL, WHAT WE NEED TO DO IS, IS MANAGE THE LOW PERFORMING SCHOOLS, MAKE SURE THAT ON A REGULAR BASIS THE PRINCIPAL AND THE SCHOOL KNOWS THAT RELATIVE TO YOUR PEERS.

YOUR SCHOOL IS UNDERPERFORMING AND ALSO THAT YOU HAVE THE RESOURCES IN YOUR BUILDING.

IT'S NOT BECAUSE WE DIDN'T GIVE YOU SOMETHING THAT THE RESOURCES IN THE ARE IN THE BUILDING. AND AT THIS PRICE POINT, OTHER SCHOOLS ARE ABLE TO OUTPERFORMERS WITH SIMILAR KIDS. ALL THAT HAS TO BE A CONVERSATION THAT'S HAD SUPER REGULARLY AND THE SCHOOL, THE STAFF NEEDS TO KNOW IT AND THE PRINCIPAL NEEDS TO KNOW IT.

IF THE PRINCIPAL IS NOT UP FOR THAT TASK, IT'S PROBABLY THE WRONG FIT ON THAT SOMETIMES AND VERY OFTEN THAT PRINCIPAL JUST NEEDS A LITTLE BIT OF TRAINING OF THIS.

AND WE'VE DONE GOBS OF INTERVIEWS WITH PRINCIPALS WHO ARE IN THIS LOWER RIGHT HAND QUADRANT. THEY'RE EXPENSIVE SCHOOLS WITH REALLY LOW OUTCOMES, AND MANY OF THEM HAVE NOT HEARD FROM THE SYSTEM WHAT THE EXPECTATIONS WERE FOR THEM.

AND SO THEY'VE NOT HAD THIS SORT OF SENSE LIKE, OH, THAT WAS ON ME TO HUSTLE AND MAKE SURE OUR READING SCORES COME BACK UP.

AND SO WE IT DOESN'T NECESSARILY MEAN WE GO IN AND CHANGE EVERYTHING IN THE SCHOOL, BUT WE FIRST NEED TO GO IN AND CLARIFY WHO'S RESPONSIBLE FOR WHAT ON THAT.

AND IF WE'RE AND IF WE'RE STILL NOT SUCCESSFUL OVER AN AMOUNT OF TIME, THEN THE DISTRICT HAS A DECISION TO MAKE ON WHETHER OR NOT IT'S A NEW PRINCIPAL IS NEEDED, WHETHER OR NOT WE WANT TO GO IN AND WE CAN SEE SOME MAYBE OBVIOUS MISUSE OF MONEY, WHETHER WE I MEAN, I WOULD SAY THAT'S PROBABLY A PRINCIPAL ISSUE, BUT WE MIGHT WANT TO GO IN AND SAY, BY THE WAY, WE HAVE SOME PROGRAMS THAT HAVE WORKED IN LOTS OF OUR SCHOOLS.

WE CAN HELP YOU IMPLEMENT THOSE IN YOUR SCHOOL.

THE OTHER THING ABOUT THIS IS IT'S TRUE IN IN NEARLY EVERY DISTRICT THAT ON TOP OF THE DECENTRALIZED FUNDING, SOME POSITIONS ARE PRESCRIBED THAT THE DISTRICTS HAVE, FOR WHATEVER THEIR COMMUNITY REASONS, SOME NON-NEGOTIABLES.

NEW YORK CITY RECENTLY DID THIS.

THEY SAID, YOU'LL GET YOUR STUDENT BASED ALLOCATION AMOUNT.

YOU CAN GET YOUR MONEY FOR THIS, THAT AND THE OTHER.

ALSO, AS A CITY BECAUSE OF COVID, WE WOULD LIKE A FULL TIME NURSE IN EVERY BUILDING RIGHT NOW. THAT'S WHAT WE NEED AND CENTRAL OFFICE FUNDED THAT THAT'S OUTSIDE OF THE FORMULA.

SO THAT'S WHAT WE'RE SEEING IN MANY OF THESE PLACES.

THAT'S WHAT I HAVE FOR YOU TODAY.

THESE WERE THESE ONGOING IMPLEMENTATION ISSUES THAT THAT THAT ALL DISTRICTS HAVE TO DEAL WITH WHEN THEY THEY HAVE A DECENTRALIZED MODEL.

WE DO A LOT OF THIS TRAINING AND SO WE'RE IN DISTRICTS ALL THE TIME ON THAT KIND OF STUFF, BOTH FOR CENTRALIZED AND DECENTRALIZED DISTRICTS.

WE DO THE TRAINING, BUT.

THAT'S WHAT THAT IS.

THANK YOU, MS. ROSA.

OKAY. WE HAVE A FEW TRUSTEES WITH QUESTIONS.

TRUSTEE GUIDRY YOU WANT TO GO AHEAD AND FINISH IN THE QUEUE? OKAY. TRUSTEE DEIGAARD.

THANK YOU. AND I THINK A COUPLE OF MY COLLEAGUES HAVE RAISED THIS QUESTION ABOUT WHAT THE ADMINISTRATION HAS PRESENTED TO US AS A HYBRID MODEL.

SO MY FIRST QUESTION IS ACTUALLY FOR OUR ADMINISTRATION.

SO LOOKING AT AND I RECOGNIZE THIS IS LOOKING AT THE PRESENTATION FROM OUR ADMINISTRATION. THAT'LL HAPPEN IN A LITTLE BIT.

BUT ON SLIDE EIGHT OF THAT, THE HYBRID MODEL INCLUDES WEIGHTED FORMULA, CENTRALLY FUNDED MATERIALS AND SERVICES AND A BASELINE STAFFING ALLOCATION.

I ASKED THIS QUESTION LAST WEEK AND YOU ALL TOLD ME YOU GET BACK TO ME, WHAT PERCENTAGE OF SCHOOL BASED DOLLARS WILL BE DISCRETIONARY, NOT INCLUDING FEDERAL DOLLARS.

DR. CRUZ, DO YOU MIND SHARING THAT INSIGHT, PLEASE? SURE. SO WHEN WE GET TO THE PRESENTATION, THERE'S A BREAKDOWN THAT SHOWS YOU EVERY DOLLAR THAT'LL BE DISCRETIONARY.

OFF THE TOP OF MY HEAD, I CAN'T GIVE YOU.

WHAT PAGE WOULD THAT BE?

[01:25:01]

AFTER AGAIN, THAT'S THE PRESENTATION THAT'S COMING UP.

I'D HAVE TO LOOK AT IT, BUT THERE'S A SLIDE THAT SHOWS THE EXACT DISCRETIONARY NUMBER TOTAL. AND WE ALSO HAVE IT ON THE WEBSITE FOR EVERY SINGLE CAMPUS.

[INAUDIBLE] FEDERAL DOLLARS? IT BREAKS IT DOWN BY FEDERAL RECURRING ONE TIME GENERAL ALL FUNDING SOURCES.

SO, DR.

ROSA, FOR DISTRICTS YOU'VE SHOWED US DISTRICTS THAT ARE DECENTRALIZED AND THE PERCENTAGE OF DISCRETION, THAT A SCHOOL WOULD HAVE RANGES FROM LIKE 30% ON UP.

AND DISTRICTS THAT HAVE A STAFFING MODEL, WHAT PERCENTAGE OF SCHOOL BASED DISCRETIONARY NON FEDERAL DOLLARS ARE USUALLY AVAILABLE? SO FIRST I SHOULD CLARIFY THAT THE SLIDE I PUT UP WAS NOT SCHOOL BASED, IT WAS OF THE ENTIRE DISTRICT. OKAY.

SO LIKE THE DENOMINATOR WOULD INCLUDE TRANSPORTATION AND SOME BENEFITS AND PENSION PAYMENTS AND ALL THAT KIND OF STUFF.

SO THAT'S WHY OF THE SCHOOL BASED PORTION, IT AT A MINIMUM INCLUDES THE MONEY FOR CLASSROOM TEACHERS. SO IN THE SCHOOL BASED MONEY THAT'S AT THE BUILDINGS YOU'RE SEEING USUALLY, I DON'T KNOW, 70% OR HIGHER.

70% OR HIGHER ON THE CAMPUS OF NONFEDERAL FUNDS THAT ARE PRINCIPALS HAVE AUTONOMY OVER.

SO WHAT PERCENTAGE YOU KNOW, AGAIN, ADMINISTRATION, PLEASE POINT OUT THE SLIDE THAT TELLS WHAT OUR PERCENTAGE IS GOING TO BE.

SUPPLIED 41 IN THE PRESENTATION HAS THE BREAKDOWN.

AGAIN, WHETHER IT'S GENERAL FUNDING TITLE FUNDING ONE TIME FUNDING OR RECURRING FUNDING.

IT ALSO HAS THE ADDITIONAL.

SO I'M LOOKING, SO WHAT PERCENTAGE? ON AVERAGE OF PRINCIPAL.

PERCENTAGE, EXACT AMOUNTS OF DOLLAR AMOUNTS.

I WOULD REALLY APPRECIATE THAT BECAUSE I THINK THAT MIGHT GET TO HOW WE FIT NATIONALLY IN THIS AS A HYBRID WHERE WE LEAN MORE TO CENTRALIZED OR DECENTRALIZED.

SO MY NEXT QUESTION FOR YOU, DR.

ROSA, IS YOU'VE LOOKED AT WHAT'S BEEN PROPOSED.

I KNOW YOU FOLLOW OUR MEETINGS.

YOU TRAINED US IN OUR BUDGET OFFICE IN 2019 AND OUR BOARD AND OUR ADMINISTRATION IN 2020.

AS YOU'VE LOOKED AT THIS, WHAT ARE THE THINGS THAT, IN YOUR OPINION, WOULD MAKE OUR PROPOSED HYBRID MODEL NOT A STAFFING MODEL? I THINK IT'S A STAFFING MODEL.

OKAY. IN OUR CURRENT IS OUR CURRENT MODEL THE ONLY WAY TO STRUCTURE A WEIGHTED STUDENT FUNDING MODEL? NO, THERE ARE LOTS OF WAYS TO DO [INAUDIBLE].

MOST DISTRICTS ARE MODIFYING THEIR FORMULAS ON A, YOU KNOW, EVERY COUPLE OF YEARS, ADDING NEW WEIGHTS OR PUTTING MORE MONEY INTO THEIR FORMULAS OR LOCKING IN SOME POSITIONS DEPENDING ON THE TIMING.

SO IF THERE ARE KEY POSITIONS THAT I KNOW THAT WE HAVE A LOT OF CAMPUSES IN OUR DISTRICT THAT CURRENTLY DON'T HAVE CERTAIN POSITIONS THAT ARE VALUED BY COMMUNITIES, VALUED BY OUR ADMINISTRATION, THEY COULD BAKE THAT INTO A REFORMED WEIGHTED STUDENT FUNDING MODEL FOR OUR DISTRICT. RIGHT.

OKAY. YOUR TIME IS UP.

OKAY. [INAUDIBLE].

TRUSTEE WADE.

THANK YOU VERY MUCH.

SO THIS IS FOR THE ADMINISTRATION REAL QUICK.

HOW MANY SMALL SCHOOLS ARE IN THE DISTRICT? WOULD YOU SAY? I THINK ABOUT 126 THAT, IF I'M NOT MISTAKEN, THAT RECEIVED SUBSIDIES TO THE TUNE OF MAYBE 33 MILLION.

OKAY. SO $33 MILLION.

OKAY. THANK YOU. AND SO.

I MAY HAVE TO HAVE THOSE NUMBERS CHECKED.

THAT'S FINE, I GUESS. JUST AN ANSWER.

THANK YOU FOR SOMETHING.

SO BASICALLY WHAT WE'RE SAYING IS WE HAVE MORE CONTROL LEVERS TO PULL IF WE ARE IN THE WEIGHTED [INAUDIBLE] THAN WE WOULD IN A CENTRALIZED MODEL.

RIGHT. I MEAN. WELL, I THINK THE CENTRALIZED MODEL, ANY CHANGES THAT HAPPEN, HAVE TO COME BACK TO A CENTRALIZED DECISION ABOUT YOU.

YOU LOSE THIS STAFF MEMBER, YOU GAIN THE STAFF MEMBER, YOU DO THAT.

THERE CAN BE SOME MONEY LEFT, FLEX RIGHT, LIKE.

AND I THINK WE'RE HEARING ABOUT THAT.

I THINK IF IT'S ONE TIME OR IF IT'S FEDERAL MONEY, THEN WE HAVE TO KNOW THAT THERE'S SORT OF A TEMPORARY NATURE OF IT AND THERE'S PROBABLY STRINGS ATTACHED.

AND THERE IS WHEN IT COMES WITH WITH FEDERAL MONEY.

BUT SOME DISTRICTS DO THAT.

THEY HAVE A STAFFING BASE FORMULA AS THEIR BASE.

AND THEY SAY, HERE'S YOUR YOUR COMPLEMENT.

AND THEN THE SCHOOLS GET A LITTLE MONEY AT THE END.

THEY CAN ADD AN EXTRA POSITION OR LOSE ONE.

IT ALSO MEANS THAT IF YOU'RE GOING TO TIGHTEN AND TRY TO FREE UP MORE MONEY BECAUSE YOU HAVE A DEFICIT OR WHATEVER, CENTRAL OFFICE HAS TO GO IN AND CHANGE THAT FORMULA.

SO FROM A CENTRAL OFFICE STANDPOINT, ONE, WHAT HAVE YOU SEEN HISTORICALLY THROUGH

[01:30:03]

ACCOUNTABILITY? AND DO YOU SEE IN THIS IN THAT MODEL, THE CENTRAL MODEL, DO YOU SEE CENTRAL OFFICE GROW? DO I SEE CENTRAL OFFICE? HAVE YOU SEEN CENTRAL OFFICES GROW UNDER A CENTRALIZED MODEL VERSUS A DECENTRALIZED MODEL? I'VE SEEN THEM GROW AND SHRINK UNDER BOTH MODELS.

THE NATURAL TENDENCY FOR SCHOOL DISTRICT CENTRAL OFFICES IS TO GROW UNLESS SOMEBODY COMES IN AND GOES, STOP, STOP, STOP.

WE NEED TO. BECAUSE EACH DEPARTMENT SAYS, YOU KNOW, I NEED SOMEBODY NEW NEXT YEAR.

I CAN'T GET THIS DONE.

AND ESPECIALLY WHEN ENROLLMENT IS DECLINING, BOTH.

IT'S TRUE THAT EVERYBODY WANTS CENTRAL OFFICE TO SHRINK, AND THERE AREN'T THAT MANY POSITIONS THERE. IT'S NOT GOING TO FREE UP INFINITE MONEY.

BUT AT THE SAME TIME, THERE'S THIS KIND OF PUSH AND PULL AND PEOPLE KIND OF WANT TO GROW IN THEIR CAREERS AND LAND IN CENTRAL OFFICE.

SO YOU HAVE THIS TENDENCY.

IT'S JUST IT'S A TOUGH ONE FOR DISTRICTS.

WELL, AND THAT GOES BACK TO THAT ACCOUNTABILITY.

THEN WHO IN CENTRAL OFFICE, BESIDES THE SUPERINTENDENT, IS REALLY ACCOUNTABLE, HELD ACCOUNTABLE? FOR INDIVIDUAL SCHOOL PERFORMANCE? OVER A DISTRICT PERFORMANCE? YEAH. I MEAN, I THINK THE ONE OF THE UPSIDES OF THE DECENTRALIZED MODEL IS EACH SCHOOL OWNS ITS OUTCOMES.

RIGHT. AND IN A MORE CENTRALIZED MODEL.

AND MANY OF THE DISTRICTS AROUND THE COUNTRY ARE SMALL DISTRICTS.

I MEAN, THEY'RE FIVE AND 10,000 KIDS OR LESS.

THERE ARE MANY OF THOSE.

AND ALL THE EMPLOYEES IN THAT DISTRICT KNOW EACH OTHER BY FIRST NAME.

AND SO THE ACCOUNTABILITY IS A LITTLE BIT DIFFERENT IN THE SENSE THAT WE CAN SEE IT AND WE'RE IT VERSUS WHEN YOU HAVE A LARGE SYSTEM WITH 100,000 OR MORE STUDENTS, YOU NEED SYSTEMS IN PLACE TO SORT OF POP UP AND SAY, THIS SCHOOL OVER HERE IS LOWER PERFORMING IF YOU'RE GOING TO, YOU KNOW, OTHERWISE IT ALL COMES BACK TO THE SUPERINTENDENT AND AND THE BOARD. THANK YOU.

I MEAN, THE BOARD APPROVES THE BUDGET.

RIGHT. THANK YOU.

TRUSTEE SANTOS.

THANK YOU, PRESIDENT CRUZ, DR.

ROSA, FOR YOUR PRESENTATION.

I MIGHT HAVE TO COME BACK BECAUSE I NEED TO SEE THE PRESENTATION FIRST TO FULLY ASK MY QUESTION. I DO.

OH, OKAY.

WELL, THEN, SO WHAT I GATHERED FROM ALL OF IT.

THANK YOU SO MUCH. SO ESSA FOR THE PUBLIC IS THE EVERY STUDENT SUCCEEDS ACT THAT REPLACE THE NO CHILD LEFT BEHIND BILL, CORRECT? RIGHT. SO IN ORDER FOR US TO RECEIVE FEDERAL DOLLARS, WHAT DOES ESSA REQUIRE? IT DOES NOT REQUIRE YOU TO BE A DECENTRALIZED MODEL.

SO IT REQUIRES THAT YOU REPORT SPENDING BY SCHOOL PER PUPIL.

AND THAT'S HOW THE PUBLIC AND EVERYTHING IS LOOKING AT EQUITY.

IT REQUIRES THAT YOU HAVE THAT YOU IDENTIFY SCHOOLS THAT ARE LOWER PERFORMING IT AND COME UP WITH A RESOURCE ALLOCATION REVIEW PLAN WITH THOSE SCHOOLS.

IT HAS A SUPPLEMENT, NOT SUPPLANT REQUIREMENTS COMPARABILITY, A LOT OF MAINTENANCE OF EQUITY, OTHER VARIABLES THAT ARE IN THAT.

IT'S A HUGE LAW.

RIGHT. AND IT'S BEEN A WHILE SINCE I'VE ACTUALLY READ THE ACT, BUT THERE IS A PORTION OF THE THE BILL THAT SAYS THAT 5% OF THE BOTTOM RATED SCHOOLS WILL JUST AUTOMATICALLY DEFAULT BE IN THE LOW PERFORMING CATEGORY, RIGHT? NOT IN EVERY DISTRICT, NO.

THAT'S FOR THE STATE. YES, FOR THE STATE.

THANK YOU SO MUCH. SO WHAT I'M HEARING THROUGH ALL OF THIS, YOU BROUGHT SOME EXCELLENT POINTS OUT, BUT THAT YOU SAID ACCESS TO FOR DECENTRALIZATION TO WORK, YOU HAVE TO HAVE A PROPERLY TRAINED PRINCIPAL.

AND IF I HAVE I'VE HAD PRINCIPALS THAT FOCUSED ON FINE ARTS BECAUSE THEY WERE [INAUDIBLE] INSTRUCTORS, OR I HAD ANOTHER PRINCIPAL THAT FOCUSED ON ATHLETICS BECAUSE THEY WERE A PE TEACHER. AND THEN I HAD ANOTHER PRINCIPAL THAT WAS HOMEGROWN, SO THEY WERE ALL ABOUT COMMUNITY. SO IT DEPENDS ON THE TYPE OF LEADER THAT YOU HAVE ON THE CAMPUS.

BUT ADDITIONALLY, YOU SAID THE ONE THING I LIKED ABOUT YOUR PRESENTATION WAS THE HUMANNESS OF IT ALL.

SO WE'VE DISCOUNTED YOUR FIELD WORK, IS YOUR FIELD WORK SEPARATE AND APART FROM WHAT ACTUALLY HAPPENS ON THE GROUND FLOOR WITH THE HUMANNESS OF IT? IT JUST. LET ME GO THROUGH THIS FOR MY ACTUAL QUESTION, JUDITH.

I JUST NEED A.

CAN I OFFER SOMETHING? YES, PLEASE. SO I THINK TO GET THE FULL BENEFIT OF A DECENTRALIZED MODEL, IT'S BEST WHEN THE PRINCIPALS ARE VERY TRAINED.

OBVIOUSLY, IN MANY DISTRICTS, THE PRINCIPALS ARE COMING IN THAT ARE NEW.

THEY'RE COMING IN WITH DIFFERENT SORT OF PERSPECTIVES AND BACKGROUNDS.

MOST OF THEM, WHEN THEY ADOPT THEIR BUDGET, IT LOOKS PRETTY MUCH LIKE IT DID THE YEAR BEFORE. THEY'RE NOT MAKING CHANGES.

THAT'S NOT A BAD THING.

WE DON'T WANT THEM GOING, HEY, I GOT THIS NEW IDEA.

I'M CHANGING EVERYTHING.

[01:35:01]

YOU KNOW, IN MOST SCHOOLS, THEY WORK BEST WHEN THINGS ARE PRETTY STEADY STATE FROM ONE YEAR TO THE NEXT. WE JUST DISRUPT ALL THE STAFFING AND THEN YOU'VE REALLY DISRUPT THE LEARNING AND IT TAKES A LONG TIME FOR THINGS TO GET [INAUDIBLE] GROUND.

SO I GUESS I'M SAYING MOST PRINCIPALS WHO ARE NOT SKILLED IN THIS YET COME IN, LEAVE EVERYTHING INTACT WHILE THEY START TO LEARN THE MODEL.

THAT'S WHAT WE SEE.

I GUESS WHAT I WAS GETTING AT IS THAT PRINCIPALS ARE JUDGED BY THEIR TEST SCORES.

AND WHEN YOU HAD THE QUADRANT AND THERE WAS A BUDGET PROPOSAL, THAT AMENDMENT THAT I PROPOSED TWO YEARS BACK THAT SHOWED, LIKE OUR MOST VULNERABLE STUDENTS ARE IN HIGHER CONCENTRATIONS OF POVERTY.

SO THAT'S IT'S RESOURCE RESOURCES PLUS PEOPLE.

AND THEN THE THIRD THING, I'LL GO BACK THROUGH YOUR PRESENTATION RIGHT NOW, BUT BECAUSE PRINCIPALS ARE JUDGED BY THEIR TEST SCORES AND YOU HAVE KIND OF A SURVIVAL OF THE FITTEST. AND I'M NOT TALKING ABOUT YOUR MODEL.

I'M JUST TRYING TO THINK THROUGH THE PROCESS OF HOW WE COULD MAKE A WEIGHTED FUNDING MODEL ACTUALLY WORK WHEN YOU HAVE HIGH CONCENTRATIONS OF POVERTY.

AND I KNOW [INAUDIBLE] HAS SINCE MY FIRST MONTH ON THE BOARD, I'VE TALKED ABOUT FUNDING BASED OFF OF ENROLLMENT.

SUPERINTENDENT HOUSE, WHAT WOULD IT TAKE IF WE KEPT THE PUA MODEL AND FUNDED FACTORED IN AN ENROLLMENT BASED FUNDING FORMULA WITH THAT? HOW MUCH MORE WOULD THAT TAKE? WE'D HAVE TO TAKE A LOOK AT THAT.

BUT WE DEFINITELY LOOK FORWARD TO SHARING SOME OF THE MODIFICATIONS THAT HAVE BEEN MADE THE UPDATED WORKSHOP.

THANK YOU. AND DR. ROSA, THAT WOULD THEN BE STILL A DECENTRALIZED MODEL, BUT SO THAT WOULD THEN STILL BE A DECENTRALIZED MODEL, ACCORDING TO YOUR EDUCATION FINANCE POWERPOINT AND THE TRAINING THAT WE RECEIVED BUT WE COULD USE ESSA DOLLARS TO.

I'M THINKING IT THROUGH Y'ALL I'M SORRY, TO HOLD US OVER UNTIL WE FIND OR GENERATE MORE REVENUE. SO, FIRST OF ALL, THE WEIGHTED STUDENT FORMULA SHOULD BE BRINGING MORE MONEY TO SCHOOLS WITH HIGHER CONCENTRATIONS OF POVERTY.

RIGHT BECAUSE WE HAVE FACTORS IN THERE FOR THAT.

YOU YES. YOU ABSOLUTELY CAN AND SHOULD BE USING YOUR ESSA DOLLARS, WHICH ARE TEMPORARY ONE TIME FUNDS TO GET KIDS BACK ON TRACK.

THOSE DOLLARS SHOULD BE DISPROPORTIONATELY FLOWING TO THE SCHOOLS THAT WERE DISPROPORTIONATELY HURT BY THE PANDEMIC, WHICH ARE LIKELY TO BE ONES WITH HIGHER POVERTY.

SO ABSOLUTELY, WE NEED TO GET KIDS BACK ON TRACK IN READING, READY TO GRADUATE FROM HIGH SCHOOL, MAKE SURE THAT THEY GOT ANY OF THE MATH THEY MISSED SO THEY CAN MAKE IT TO THE NEXT LEVEL. AND THAT'S WHERE THOSE ESSA DOLLARS ABSOLUTELY 100% SHOULD BE FOCUSED ON, ON THOSE KIDS. AND SO WE CAN YOU CAN DO THAT.

YOU CAN ALSO HAVE A WEIGHTED STUDENT FORMULA WHERE FORGET ESSA.

ESSA IS GONE AND IT'S 2024 NOW.

AND WE CAN SAY, YOU KNOW WHAT, WE'RE GOING TO HOLD SOME FUNDS ASIDE AND WE'RE GOING TO PRESCRIBE A PROGRAM IN OUR LOW INCOME SCHOOLS THAT WE THINK EVERYBODY SHOULD HAVE.

NOW, IF A SCHOOL POPS UP AND SAYS, WELL, WE DO IT DIFFERENTLY AND WE HAVE SOME GOOD RESULTS, WE SHOULDN'T UPSET THE APPLE CART AND SAY, GET RID OF THAT.

YOU'RE TAKING OUR PROGRAM.

RIGHT, BECAUSE OUTCOMES SHOULD BE EVERYTHING WHEN WE MEASURE THE MONEY.

I'M GOING TO PUSH BACK HERE ONLY WHEN YOU SAY OUTCOMES LIKE BECAUSE OF.

THAT'S ANOTHER QUESTION. TRUSTEE HERNANDEZ.

THANK YOU SO MUCH, DR. RUTH.

THANK YOU, DR.

ROSA, FOR YOUR PRESENTATION.

SO WHEN I AM THINKING ABOUT CENTRALIZED AND DECENTRALIZED ONE THINGS THAT I'M THINKING ABOUT IS INSTRUCTION, IT'S POSSIBLE TO HAVE A DECENTRALIZED BUDGET AND HAVE CENTRALIZED INSTRUCTION. WELL, THE CENTRAL OFFICE CAN PRESCRIBE WHICH CURRICULUM EVERY SCHOOL MUST USE. THE CENTRAL OFFICE CAN SAY YOU CAN'T OFFER A CLASS SIZE UNDER 28.

THEY CAN PUT PARAMETERS.

AND THEN THE SCHOOL TAKES ITS MONEY AND TRIES TO DECIDE, LIKE TRIES TO FIGURE OUT HOW TO MEET THAT REQUIREMENT. SO, YES, IT'S I MEAN, THE SCHOOL DISTRICTS AND SAY, YOU KNOW WHAT, I WANT EVERY SCHOOL TO HAVE A NURSE AND YOU GOT TO BUY IT OUT OF YOUR OWN MONEY AND STILL REQUIRE THAT BE PURCHASED.

IT COULD BE FUNDED SEPARATELY OR IT COULD BE FUNDED THROUGH THE PROGRAM.

AND SO WHAT YOU'RE YOU'RE SEEING IS LIKE A COMBINATION, BUT STILL THE SENSE THAT THE SCHOOL KNOWS HOW MUCH MONEY IT GOT AND WHY IT KNOWS IT HAS SOME INCOMING PARAMETERS IT HAS TO SATISFY.

AND THAT STILL THERE'S A LOT OF ITS OWN DECISION AND FINGERPRINTS ON WHAT IT CHOOSES TO DO. OKAY.

SO CURRENTLY OUR SCMC HELPS MAKE SOME STAFFING DECISIONS UNDER AN FTE MODEL.

HOW WOULD THAT WORK? I'M SORRY CURRENTLY, WHAT HAPPENED? OUR SCMC, WHAT WE CALL SCHOOL SITE BASED DECISION MAKING COMMITTEE.

[01:40:01]

SO A GROUP OF PARENTS AND BUSINESS PARTNERS COMMUNITY.

RIGHT, THAT'S AT THE SCHOOL, AT EACH INDIVIDUAL SCHOOL.

RIGHT. THAT'S WHAT DECENTRALIZATION IS, IS THAT THOSE DECISIONS ARE MADE THERE INSTEAD OF MADE IN THIS BUILDING FOR EVERY SCHOOL AND IN A LOT OF DISTRICTS AROUND THE COUNTRY ARE PRETTY HOMOGENOUS DISTRICTS LIKE YOU HAVE SOME SUBURBS WHERE THE NEEDS ARE PRETTY MUCH THE SAME ACROSS EACH SCHOOL.

AND SO WHEN YOU SET UP A STAFFING FORMULA FOR EVERY SCHOOL, IT'S NOT A BAD FIT BECAUSE THEY HAVE REALLY SIMILAR NEEDS IN EVERY SINGLE SCHOOL AND THE SORT OF DIFFERENCES ARE PRETTY MINIMAL. ALL OF THE SCHOOLS WANT THE SAME SORT OF SPORTS PROGRAM AND THAT KIND OF THING. SO WHAT IN THE DECENTRALIZE? YEAH. THE COMMITTEE CAN PARTICIPATE IN THOSE DECISIONS.

HAVE YOU SEEN ANYTHING LIKE THAT IN THE IN AN FTE MODEL? WELL, THERE'S NOT DECISIONS TO BE MADE.

WELL, THERE'S A MUCH SMALLER REALM OF DECISIONS TO BE MADE.

SO THEY THEY CAN THEY CAN COME IN AND HAVE A CONVERSATION ABOUT IT.

BUT THEN THE DECISIONS HAVE GENERALLY BEEN MADE BEFORE THE MONEY GOT TO THE SCHOOL.

MY NEXT QUESTION IS HOW DOES A PUA MODEL VERSUS AN FTE AFFECT UNDER-PERFORMING STUDENTS, ESPECIALLY BLACK AND BROWN STUDENTS? IS THERE A SPECIFIC RESEARCH ON BLACK AND BROWN STUDENTS AND HOW THEY PREFER PERFORM UNDER AN FTE OR.

PUA MODEL. SO THE RESEARCH THAT'S BEEN DONE HAS FOCUSED ON POVERTY, WHICH OFTEN, AS YOU KNOW, OVERLAPS AND SHOWN THAT THE DECENTRALIZED WEIGHTED STUDENT FORMULA MODEL BECAUSE IT WAS A PILLAR OF THE MODEL IS PUTTING MORE MONEY INTO HIGHER POVERTY SCHOOLS BECAUSE THE EQUAL PROTECTION ACT OF THE FEDERAL GOVERNMENT.

WE DON'T GENERALLY FUND SCHOOLS BASED ON RACE.

ALTHOUGH I KNOW OF ONE THAT IS DOING THAT RIGHT NOW AS PART OF THEIR MODEL.

SORT OF INTERESTING.

AND SO TO THE EXTENT THAT POVERTY OVERLAPS WITH RACE, THEN WE'RE GOING TO SEE MORE MONEY FLOWING TO THOSE SCHOOLS.

OKAY. DO YOU SEE THAT HAPPENING IN HISD THAT OUR SCHOOLS WITH HIGHER POVERTY RECEIVE MORE FUNDING? YES. YEAH.

WE DID A STUDY ON LIKE I THINK 30 PLUS SOME LARGE DISTRICTS IN HOUSTON WAS ONE OF THE ONES THAT DOES DIRECT MORE MONEY TO HIGHER POVERTY SCHOOLS.

BUT DO YOU KNOW IF THAT WOULD CHANGE WITH THE FTE MODEL? I DON'T KNOW IF THAT WOULD CHANGE.

I THINK.

MR. HOUSE? THE THE ANSWER IS IN THE PRESENTATION AND JUST JUST TO BE TRANSPARENT, I BELIEVE WE WOULD ACTUALLY BE SPENDING THE DEFICIT ACTUALLY WOULD BE SMALLER IN THE MODEL AND THE PRESENTATION. I'D LOVE TO GO THROUGH IT SO WE CAN SEE.

BUT WE WOULD BE FLOWING TO THE NEEDIEST STUDENTS AS WELL.

WE'LL SHARE THAT INSIGHT.

I HAVE ONE MORE QUESTION FOR YOU, MR. SUPERINTENDENT. WHEN WAS THE LAST TIME WE LOOKED AT THE CURRENT PUA FUNDING MODEL? DO YOU KNOW THAT ANSWER? THE CURRENT I THINK WE'VE BEEN DOING THAT ALONG THE WAY.

AND EVERY NOW YOU MEAN WHEN YOU LOOK AT.

A FORMULA, RIGHT? A PUA FORMULA IS MY UNDERSTANDING.

SO WHEN WAS THE LAST TIME IT WAS LOOKED AT AND CHANGED FROM THE PRESENTATION.

I'M REALLY NOT SURE IN TERMS OF WHEN IT HAS BEEN.

GLENN, HAS THAT BEEN SOMETHING THAT YOU AND JIM HAVE HAVE TALKED ABOUT? IT HAD THE MODEL ITSELF.

THE MODEL HADN'T CHANGED A LONG TIME.

I COULDN'T TELL YOU LAST TIME WE CHANGED IT.

LIKE LONG TIME. LIKE WHEN SINCE IT BEGAN? WE DID CHANGE THE STATE [INAUDIBLE] TO THINK.

2018, SOMEWHERE AROUND THERE.

WE DID MAKE A CHANGE THERE.

18. I THINK THAT WAS RIGHT.

FIRST ON STATE [INAUDIBLE]. THANK YOU.

I DO REMEMBER THAT. AND YOU'VE SHRUNK IT, RIGHT? TAKING MONEY OUT OF IT OR PUT MONEY IN IT. NO, WE INCREASED IT.

I THOUGHT THE BASE.

THE WEIGHT.

THE SORT OF BASE.

I'M NOT TALKING ABOUT THE [INAUDIBLE].

THE BASE HAS.

I THOUGHT I THOUGHT I SAW TWO YEARS AGO OR A YEAR AGO THAT THE BASE CAME DOWN.

IT COULD HAVE I DON'T HAVE THAT IN FRONT OF ME.

BUT WE HAVE HAD SOME REDUCTIONS TOO.

THAT'S FINE.

IS THERE WHAT KIND OF LOCAL CONTROL IS AVAILABLE IN A CENTRALIZED MODEL? WELL, IN THE CENTRALIZED MODEL, ANY OF THE STAFFING THAT ARE INCLUDED IN THE CENTRALIZED STAFFING FORMULA AREN'T OPEN FOR LOCAL INFLUENCE.

THEN THERE'S OFTEN A LITTLE BIT OF MONEY ON TOP THAT IS OPEN TO LOCAL INFLUENCE.

THERE IS ONE DISTRICT THAT IS, IT'S NOTHING LIKE WHAT THE HOUSTON MODEL WOULD BE, BUT IT

[01:45:01]

IS SOMETHING THAT ALLOWS FOR MORE LOCAL CONTROL THAT THEY ALLOCATE OUT ARE SMALL INCREMENTS OF STAFF.

SO I THINK IT'S LIKE A FIFTH OF A STAFF FTE INSTEAD OF MONEY, THEY ARE A 50 OVER EVERY, YOU KNOW, SIX KIDS YOU GET YOU GET A FIFTH OF A STAFF FTE AND THEN THAT MONEY IS VERY, IT'S VERY FLEXIBLE.

SO YOU COULD TRADE IN FIVE FIFTHS OF A STAFF FTE FOR A TEACHER IF YOU WANT OR YOU CAN TRADE IN SOMETHING LIKE THAT.

AND THAT IS, IT'S IT ALSO I THINK IT'S CONFUSING TO PEOPLE, BUT IF IT'S SORT OF THE CLOSEST THING TO A YOU CAN TRADE ANYTHING.

THEY'RE SORT OF SAYING YOU CAN TRADE IN YOUR FIRST GRADE TEACHER IF YOU WANT.

THEY'RE NOT GIVING YOU A FIRST GRADE TEACHER.

THEY'RE JUST GIVING OUT INCREMENTS LIKE THAT.

DO YOU MIND SHARING WHAT DISTRICT THAT IS? SEATTLE. SEATTLE.

THANK YOU. THAT'S ALL MY QUESTIONS FOR NOW.

I HAVE A COUPLE OF QUESTIONS.

SO YOU MENTIONED THE ACA LAW CHANGING IN 2015 AND DISTRICTS HAVING TO REPORT THE PER PUPIL SPENDING.

SO THIS IS REGARDLESS WHETHER OR NOT THEY'RE DOING A PER PUPIL FORMULA.

RIGHT. YOU STILL HAVE TO REPORT THAT TO THE STATE.

AND THAT'S ONCE A YEAR THE STATE CAPTURES IT FOR EACH CALENDAR YEAR, FOR EACH SCHOOL YEAR. OKAY.

AND YOU MIGHT HAVE MENTIONED THIS, BUT HAVE YOU SEEN DISTRICTS THAT OPERATE UNDER A WEIGHTED STUDENT FORMULA THAT SUCCESSFULLY HOLD THEIR SCHOOLS ACCOUNTABLE? YEAH, DEFINITELY.

I MEAN, THEY'RE THE DENVER HAS BEEN ONE TO WATCH THEY'RE SORT OF VERY RIGOROUSLY PAYING ATTENTION TO THOSE STUDENT OUTCOMES.

THEY ACTUALLY OFFER EVEN MORE SOME MORE FLEXIBILITY AND AUTONOMY BEYOND THEIR BASE WEIGHTED STUDENT FORMULA TO SOME OF THE SCHOOLS THAT HAVE EARNED IT, THEIR INNOVATION SCHOOLS. AND THEY HAVE POSTED SOME SOME STRONG RESULTS FROM THAT.

THE RESULTS ARE ALSO THERE FOR CHICAGO AND NEW YORK CITY.

SOME OF THESE OTHER SCHOOLS, THE SAME KIND OF THING.

THEY'RE THEY'RE VERY CLOSELY MANAGING THE OUTCOMES.

OKAY. AND THEN I WANTED TO SHARE.

SO OUR THEORY OF ACTION.

IT HAS FOUR BULLET POINTS, BUT I WANTED TO SHARE TWO OF THEM.

OH, YEAH. SO IF THE DISTRICT ALLOCATES RESOURCES EQUITABLY THROUGH A WEIGHTED WEIGHTED FUNDING FORMULA BASED ON STUDENT CHARACTERISTICS AND PERFORMANCE THAT DISTRIBUTES ALL RESOURCES TO MEET DIFFERENTIATED STUDENT NEEDS, THEN THE LAST BULLET POINT SAYS IF THE DISTRICT DEFINES AND FUNDS ESSENTIAL POSITIONS OR FUNCTIONS THAT GUARANTEE A BASIC STANDARD FOR STUDENT HEALTH, SAFETY AND WELL-BEING AT EVERY CAMPUS.

DO YOU SEE THESE TWO BULLET POINTS IN OUR THEORY OF ACTION LIVING IN EITHER AN FTE OR A DECENTRALIZED MODEL AND OR BOTH.

WELL, PAIRED TOGETHER, THEY SOUND VERY MUCH LIKE NEW YORK CITY HAS.

THEY HAVE A DECENTRALIZED WEIGHTED STUDENT FORMULA, AND THEY'VE SAT ON TOP OF THAT FOR THE HEALTH AND WELL-BEING OF OUR SCHOOLS.

WE WANT RIGHT NOW EVERY SCHOOL TO HAVE A NURSE, AND SOME DISTRICTS DO THAT FOR VARIOUS SPECIAL ED POSITIONS AS WELL.

AND SO THEY PUT THAT OUTSIDE THE FORMULA ON TOP OF THEIR DECENTRALIZED STUDENT BASED FORMULA. SO THAT'S HOW THOSE THOSE TWO CAN COEXIST.

OKAY. THANKS FOR SHARING.

WE HAVE A FEW MORE QUESTIONS.

TRUSTEE DEIGAARD.

THANK YOU. YOU JUST ASKED ONE OF THE ONES THAT I HAD.

THIS PLAN THAT'S BEEN PRESENTED TO US FROM THE ADMINISTRATION USES SOME ESSER FUNDS.

WILL THOSE GET. WILL THOSE GET RENEWED FROM THE LIKE WHAT WILL HAPPEN TO US WHEN THOSE DOLLARS RUN OUT? THOSE THAT'S ONE TIME MONEY AT THE LAST POSSIBLE DATE THAT YOU CAN SPEND IT IS SEPTEMBER 2024 AND THE MONEY GOES AWAY.

IT'S REALLY MONEY TO RECOVER FROM THE PANDEMIC.

IT'S SUPPOSED TO BE HAS SOME STRINGS ATTACHED IN THE SENSE THAT IT'S SUPPOSED TO BE RELATED TO COVID.

TRUSTEE DIEGAARD SORRY, THERE WAS SOMEONE IN THE QUEUE BEFORE YOU.

OH, SORRY. OKAY.

TRUSTEE BLUEFORD-DANIELS.

I DON'T KNOW WHAT'S GOING ON WITH THIS QUEUE, BUT THIS IS OUR FIRST DIGITAL FIRST ROUND AND WE HAVEN'T HAD A CHANCE TO ASK QUESTIONS YET.

SO AS I'M LISTENING TO THE COMMENTS AND I'M LOOKING AT DENVER, YOU MENTIONED DENVER, DENVER AS BEING A SCHOOL DISTRICT THAT'S SORT OF SIMILAR TO OURS.

I HAVE NOT BEEN ABLE TO PULL UP THE DEMOGRAPHICS YET.

DO YOU KNOW WHAT THE DEMOGRAPHICS ARE FOR DENVER? I MEAN, I THINK IT'S A COMPLEX URBAN DISTRICT WITH A LOT OF POVERTY AND AN EMOTIONAL, MULTIRACIAL SETTING.

I'M TRYING TO PULL I'M TRYING TO PULL THAT INFORMATION UP NOW.

ACTUALLY, AS WE WERE SPEAKING.

BUT I KNOW YOU HAVE SOMEBODY MOVING AROUND A LOT.

THIS IS WHERE WE ARE.

THIS IS OUR 2021 GO AL FOR OUR STUDENTS, THIS IS OUR ACTUAL GOAL.

[01:50:11]

THIS IS FOR WHITE STUDENTS IN 2021 THE ACHIEVEMENT.

THIS IS FOR BROWN STUDENTS, 2021 THE ACHIEVEMENT.

THIS IS THIRD GRADE READING.

AND THIS IS FOR AFRICAN AMERICAN STUDENTS.

RIGHT NOW. AND IT'S BEEN LIKE THAT FOR THE LAST BASED ON THE DATA FOR THE LAST FIVE YEARS. MY INTEREST IS IT SHOULD IT SHOULD BE ALL OF OUR INTEREST.

HOW DO WE CLOSE THAT GAP? BE IT CENTRALIZED, DECENTRALIZED WHAT ARE THE SUGGESTIONS? BE IT A GOOD PLAN THAT DENVER HAS, WHATEVER IT'S BEEN AND THIS IS JUST NOT BEING LAST YEAR OR THE YEAR BEFORE, YOU SAID YOU'VE LOOKED AT THE DATA, YOU'VE REVIEWED IT.

I WANT TO KNOW SPECIFICALLY, ESPECIALLY FOR THE LAST FIVE YEARS FROM THE DATA THAT WE'VE LOOKED AT, IT'S ACTUALLY IMPROVED A LITTLE BIT, BUT YOU CAN SEE THE VARIANCE.

AND IT'S NOT JUST HIGH POVERTY AREAS IN GENERAL.

IT'S OUR AFRICAN-AMERICAN CHILDREN OUR BROWN, BROWN AND HISPANIC CHILDREN AND OUR WHITE AND OTHER STUDENTS.

HOW CAN WE CLOSE THAT GAP? YOU KNOW, THAT'S WHAT I WANT TO TUNE INTO STUDENT OUTCOME.

EXAMPLES OF OPPORTUNITY TO CLOSE THAT GAP.

YEAH. SO I WISH I COULD SAY THERE IS A SPECIFIC MIX OF INPUTS THAT WOULD GUARANTEE YOU THOSE OUTCOMES AND THE RESEARCH DOES NOT BEAR THAT OUT.

PROBABLY THE ANSWER IS A WHOLE LOT OF PEOPLE WORKING REALLY HARD IN EACH AND EVERY BUILDING TO FIGURE OUT WHAT STANDS IN THE WAY OF GETTING THESE KIDS TO WHERE WE WANT THEM TO BE. AND THEY HAVE TO BE JUST EVERY DAY DEDICATED TO SOLVING THOSE PROBLEMS. IF THEY TRY SOMETHING AND IT DOESN'T WORK, THEY SHOULD PIVOT AND TRY SOMETHING ELSE.

AND IF THEY TRY SOMETHING ELSE AND IT DOESN'T WORK, THEY SHOULD PIVOT AND TRY SOMETHING ELSE LIKE THAT. AND THAT TAKES CONSTANT PRESSURE FROM THE DISTRICT TO FOCUS ON THOSE OUTCOMES. AND IF THE OUTCOMES ARE FOR BLACK AND BROWN KIDS TO GET UP TO SPEED IN READING FOR THIRD GRADE, THEN WE SHOULD SAY EVERY SINGLE DAY, AND WE SHOULD ASK EVERY ONE OF OUR SCHOOLS, PAY ATTENTION TO IT.

LOOK AT YOUR DATA MONTH BY MONTH.

YOU KNOW THE KIDS, YOU KNOW THE TEACHERS AND YOU KNOW THE PARENTS.

WE NEED TO ROLL UP OUR SLEEVES AND GET IT DONE.

AND I TOTALLY AGREE BECAUSE AS WE TALKED ABOUT, WE WERE TALKING ABOUT THROWING MONEY AT THE VARIOUS SCHOOLS IN THE PAST.

THOSE FIVE YEARS, THERE'S BEEN A LOT OF MONEY THROWN AT THESE SCHOOLS, BUT IT'S STILL THIS IS WHERE WE ARE.

AND THAT'S NOT JUST DUE TO COVID.

THAT'S IN GENERAL AND AVERAGING FOR THE LAST FIVE YEARS.

SO AGAIN, THE CONCENTRATION TO ME IS TO RAISE THE FLOOR, AS I'VE ALWAYS SAID, TO GET THOSE TWO STUDENT GROUPS UP TO RAISE THEIR THEIR THEIR OUTCOME, CLOSE THAT GAP BETWEEN THE WHITE STUDENTS AND THE BLACK AND BROWN STUDENTS.

AND THAT'S THAT CONVERSATION WITH THE PRINCIPAL.

AND THEN IT'S THE CONVERSATION BETWEEN THE PRINCIPAL AND THEIR STAFF.

RIGHT. LIKE WE HAVE TO WE HAVE TO FOCUS ON THESE KIDS.

WE NEED TO DELIVER.

WE HAVE THIS MUCH MONEY COMING IN AND OFTENTIMES, WE WE ROLE PLAY THOSE CONVERSATIONS WITH PEOPLE AND THEY THROW IN ALL OF THE BAGGAGE THAT WE'RE USED TO HEARING.

RIGHT. THE KIDS ARE LAZY AND IT'S NOT OUR FAULT.

WE DIDN'T HIRE THESE TEACHERS AND NO ONE CARES ABOUT READING.

THEY'RE ALWAYS ON THEIR PHONES AND BLAH, BLAH, BLAH.

AND THEN WE SAY, THAT'S FINE, THAT'S ALL TRUE.

WE ALSO KNOW THEM AND WE CAN FIGURE THIS OUT.

MANY TIMES THE THE BLAME GOES BACK TO THE DISTRICT.

WELL, THEY NEVER GAVE US THE MONEY FOR A SUMMER PROGRAM, AND THEY DIDN'T GIVE US THE MONEY FOR THIS, AND THEY DIDN'T GIVE US THE MONEY FOR THIS.

AND THAT'S WHEN WE COULD SAY, WELL, HERE'S HOW MUCH MONEY YOU DO HAVE.

IT'S IN ALL OF YOU.

AND THAT'S ONE OF THE THINGS PEOPLE DON'T SEE MONEY IN THEMSELVES.

ALL THE MONEY IS IN THE LABOR.

IT'S ALL IN THE PEOPLE.

THE MONEY IS IN YOU. IT'S IN OUR MATH TEACHER AND IT'S IN OUR SECOND GRADE TEACHER AND IT'S IN OUR LIBRARIAN AND IT'S IN THE VICE PRINCIPAL.

SO THAT'S THE MONEY WE HAVE.

THAT'S THAT'S WHAT WE NEED TO BRING TO THE TABLE AND SOLVE THE PROBLEM.

AND I AGREE WITH THAT. AND ESPECIALLY THAT PART SORRY. LET ME LET ME CONTINUE MY MY QUESTION.

THE LAST POINT I WANT TO MAKE, LIKE SOME OF THE OTHERS HAVE HAD FINISHED TWO POINTS.

SO LET ME FINISH MY LAST POINT.

YOU TALKED ABOUT PIVOTING.

IT'S IMPORTANT THAT WE ARE ABLE TO PIVOT BECAUSE OBVIOUSLY WHAT WE'VE BEEN DOING FOR THE LAST FIVE YEARS IS NOT WORKING.

AND THAT'S VERY CONCERNING TO ME.

SO SOMETIMES I THINK THAT WE HAVE TO RESET AND CREATE A NEW STARTING POINT TO MOVE FORWARD. AND AT SOME POINT WHEN WE HAVE WHEN WE CHANGE THINGS AND PIVOT AND WE START OFF WITH THE BEGINNING OF THE YEAR, WE DETERMINE WHERE THE CHILDREN ARE.

AND OF COURSE, WE HAVE THE MIDDLE OF THE YEAR AND AT THE END OF THE YEAR WE STILL HAVE TIME TO MAKE THAT ADJUSTMENT.

BUT RIGHT NOW, WHAT WE'VE BEEN DOING IN THE PAST AS DECENTRALIZED HAS NOT WORKED THANK YOU

[01:55:01]

. TRUSTEE WADE.

I'M ACTUALLY I'LL LET PAT GO SINCE SHE HAS NOT DONE HER FIRST ROUND.

OH, I DID MINE.

THANK YOU. THANK YOU.

I KNOW. I'M SORRY. THANK YOU.

THANK YOU VERY MUCH.

DURING YOUR PRESENTATION, I HEARD YOU SAY THAT IF THE COMMUNITY HAS INPUT, THEN THERE ARE CHANGES IN THE BEHAVIOR.

AND I KNOW THAT OUR SUPERINTENDENT WENT OUT AND AT THE BEGINNING AND DID ALL OF THE, YOU KNOW, LET ALL OF THE NEIGHBORHOODS COME IN AND HAVE INPUT, WHICH IS HOW HE GOT TO.

EVERYONE WILL HAVE A NURSE, EVERYONE WILL HAVE A COUNSELOR AND SO FORTH.

AS A PRINCIPAL I DID NOT HAVE A NURSE AND A COUNSELOR, BUT SINCE I'VE BEEN ON THE BOARD, I'VE HEARD A LOT.

I LEARNED A LOT THROUGH COUNSELORS AND WHAT THEY'RE DOING AND IF THEY WERE ABLE TO DO THEIR JOBS. AND TEXAS HAS JUST CHANGED THEIR LAWS WHERE COUNSELORS WILL HAVE TO DO COUNSELING JOBS, WHICH SHOULD HELP WITH THE DISCIPLINE, WHERE IF THE COUNSELOR GETS THE DISCIPLINE, THEN THEN THE AP, WHO IS NOT TRAINED, CAN DO OTHER DUTIES.

SO ACTUALLY, AS A PRINCIPAL THAT DID NOT HAVE A COUNSELOR WHILE THE SUPERINTENDENT GATHERED THIS INFORMATION FROM THE COMMUNITY.

DO YOU THINK THAT AND YOU SAY THAT THE THAT WOULD BE CHANGE IN BEHAVIOR NOW DO YOU MEAN IF EVERYBODY HAD A COUNSELOR AND A NURSE AND BECAUSE THE COMMUNITY SAID THEY WANTED COUNSELORS AND NURSES, THE COMMUNITY SAID, SAY LIBRARIAN.

SO LET ME DON'T LEAVE THEM OUT BEFORE SOMEBODY JUMPS ON ME.

WHEN YOU SAY CHANGES THE BEHAVIOR, WILL IT CHANGE THE ACADEMICS? WILL IT CHANGE THE MOTIVATION OF THE NEIGHBORHOOD? WILL IT CHANGED THE BEHAVIOR OF THE NEIGHBORHOOD TOWARD THE SCHOOL? WILL IT CHANGE STUDENT OUTCOMES? WHAT KIND OF CHANGES IN BEHAVIOR WHEN YOU'RE TALKING TO THE PRINCIPAL THAT DIDN'T HAVE ONE OF THOSE. RIGHT. SO I WILL SAY IT'S A DIFFERENT QUESTION.

IF YOU ASK PEOPLE, DO YOU WANT A NURSE, DO YOU WANT A COUNSELOR AND DO WANT A LIBRARIAN, THEN DO YOU WANT A LIBRARIAN? IF SO, WHICH POSITION DO YOU WANT TO GET RID OF? RIGHT, BECAUSE THERE'S A FIXED AMOUNT OF MONEY.

SO I THINK WHAT WE'RE REALLY DOING IS DEALING WITH TRADEOFFS.

SO I WANT TO JUST SAY THAT THAT'S WHEN THE CONVERSATION GOES BACK TO THE SCHOOL AND THE SCHOOL CAN TURN TO THE ATHLETICS DEPARTMENT AND SAY, WELL, YOU KNOW, IT SOUNDS LIKE WE'VE WE HEARD THAT PEOPLE WANT A COUNSELOR AND THE SCHOOL CAN SUDDENLY SAY, WELL, I'M NOT GIVING UP THE ATHLETICS.

I DIDN'T KNOW THAT WAS THE TRADE THAT WE HAD.

AND I REALLY WANT ATHLETICS.

AND THEN SOME PEOPLE SAY, WELL, MAYBE I KIND OF WANT A COUNSELOR.

OUR KIDS ARE YOU KNOW, MAYBE THE TEACHERS SAY THAT THE KIDS AREN'T BEHAVING WELL.

THEY'RE NOT YOU KNOW, THEY'RE COMING TO SCHOOL LATE.

THEY'RE NOT PAYING ATTENTION.

AND WE NEED TO ADDRESS SOME OF THAT.

AND IF WE CAN GET TO A POINT WHERE WE SAY, WELL, ATHLETICS IS ALSO SUPPOSED TO BE THIS IS A HYPOTHETICAL ATHLETICS OR EXTRACURRICULARS IS ALSO SUPPOSED TO BE GETTING KIDS ENGAGED IN SCHOOL. AND SOME OF THE THE THOSE ARE ROLE MODELS FOR KIDS.

AND WE CAN SAY, FINE, WE'LL GO, WE'LL GO THREE MORE MONTHS AND WE'LL SEE IF WE CAN GET THAT FROM ATHLETICS AND IF NOT, WHETHER WE WANT TO SWITCH TO OUR COUNSELOR, BECAUSE IT'S NOT OKAY THAT THE KIDS COME TO SCHOOL LATE EVERY DAY BECAUSE THEY'VE SLEPT IN OR WHATEVER. IT'S NOT OKAY THAT THEY'RE NOT GETTING THEIR HOMEWORK DONE AND WE DON'T HAVE A COUNSELOR. SO WE EITHER NEED TO SOLVE THOSE PROBLEMS AND THEN TAKE OUR MONEY FROM ATHLETICS AND EXTRACURRICULARS AND PUT IT IN THE COUNSELOR OR DO THAT PIVOT.

SO I THINK THAT'S THE CONVERSATION THAT AFFECTS PEOPLE'S BEHAVIOR BECAUSE SUDDENLY THE COACHES AND THE EXTRACURRICULARS ARE LIKE, YOU BETTER DO YOUR HOMEWORK, KIDS, BECAUSE OTHERWISE WE MIGHT NOT HAVE CHOIR NEXT YEAR.

WE MIGHT NOT DO A PLAY OR WE MIGHT NOT HAVE AS MANY COACHES AND SPORTS.

SO I'M GOING TO TAKE THE FIRST 15 MINUTES.

WE'RE GOING TO GO AROUND WITH THE TEAM AND SAY, WHO GOT TO SCHOOL ON TIME TODAY AND WHO GOT THEIR HOMEWORK DONE? AND I WANT THAT TO BE OUR PRIORITY.

THAT'S THE KIND OF BEHAVIOR THAT WE'RE TALKING ABOUT.

WHEN PEOPLE ARE FACED WITH TRADE OFFS, IT DOESN'T HAPPEN WHEN THEY'RE DO YOU WANT A LIBRARIAN? YES.

DO YOU WANT SMALLER CLASS SIZES? YES. DO YOU WANT A NURSE? YES. THAT'S NOT A TRADE OFF.

RIGHT. OKAY.

BUT I'M NOT ADDRESSING TRADE OFFS BECAUSE THAT'S NOT PART OF OUR MODEL.

THAT'S WHAT WE DO IN FINANCE BECAUSE THERE'S NOT THAT'S NOT A PART OF THE MODEL THAT WE'RE DOING EVERYBODY'S GOING TO GET A COUNSELOR.

I KNOW THAT PART, BUT I'M SAYING I'M TALKING ABOUT THE OUTCOMES WHEN WE GET THESE COUNSELORS. WHERE DO YOU THINK THESE BEHAVIORS THAT YOU SAY ARE GOING TO TO CHANGE? WHERE DO THEY WHERE DO THESE BEHAVIORS WHAT AREAS DO THE BEHAVIOR CHANGE IN? I DON'T IF YOU'RE ASSIGNED NEW STAFF.

[02:00:01]

RIGHT. WE DON'T KNOW THAT THE ATHLETICS, NOT THE ATHLETICS I JUST WANT TO KNOW ABOUT THE COUNSELORS. YEAH, I THINK I DON'T UNDERSTAND YOUR QUESTION.

OKAY. THANK YOU.

TRUSTEE DEIGAARD.

SO EVERYBODY ALREADY GONE.

OKAY. YEAH. ALL RIGHT.

SO. I WAS ASKING ABOUT ESSER DOLLARS.

SO AM I CORRECT ADMINISTRATION THAT A SIGNIFICANT PERCENTAGE OF THE DISCRETIONARY DOLLARS THAT WILL BE PROVIDED TO SCHOOLS ARE FROM ESSER DOLLARS? WE ACTUALLY HAVE A BREAKDOWN IN THE PRESENTATION AS WELL.

YES. SO, YES, A SIGNIFICANT PERCENTAGE OF THE DISCRETIONARY DOLLARS TO CAMPUSES WILL BE FROM ESSER. DR.

CRUZ, WILL YOU ADDRESS PERCENTAGES AS WELL? SURE. SO THE DISCRETIONARY ESSER FUNDS FOR NEXT YEAR TO SKIP AHEAD TO THE PRESENTATION IS GOING TO GO UP TO $100 MILLION DIRECTLY TO CAMPUSES.

AND THAT'S BROKEN DOWN AS ONE TIME BECAUSE WE RECOGNIZE IT'S ONE TIME.

BUT THE TOTAL AMOUNT OF RECURRING FUNDS GOING TO CAMPUSES IS MORE SIGNIFICANT THAN THAT.

SO AS [INAUDIBLE] WE'LL GO THROUGH IT.

WE KNOW THAT ESSER IS ONE TIME, UNFORTUNATELY, BUT FOR THE NEXT TWO YEARS THEY WOULD GET THAT FUNDING IN ADDITION TO THE RECURRING FUNDS, WHICH IS GREATER THAN THE ESSER ALLOCATION. AND WE'RE GOING TO SHOW YOU A BREAKDOWN BY MAP.

SO WE'VE HEARD FRUSTRATION THAT SOME SCHOOLS ARE HIRING TOO MANY VICE PRINCIPALS OR OTHER POSITIONS IF WE STAY DECENTRALIZED, WHAT COULD WE DO ABOUT THAT? WELL, FOR ONE, IT'S ONLY A PROBLEM IF THE SCHOOLS ARE UNDERPERFORMING.

RIGHT. AND IF THEY'RE UNDERPERFORMING, YOU WOULD GO THROUGH.

SO IF A SCHOOL USES IT MONEY FOR A VICE PRINCIPAL AND IT LIKES IT AND IT'S WORKING AND THE KIDS ARE SORT OF OUTPERFORMING WHAT WE WOULD EXPECT FOR THEM.

THEY SHOULD KEEP DOING IT RIGHT.

THEY SHOULD THEY SHOULD ABSOLUTELY KEEP DOING IT.

IF IT'S NOT WORKING, WE SHOULD BE SAYING TO THE SCHOOL, WHAT'S YOUR PLAN? BECAUSE RIGHT NOW YOU HAVE A LOT OF YOUR HIGH SCHOOLERS NOT ON TRACK TO GRADUATE OR YOU HAVE A LOT OF YOUR ELEMENTARY KIDS WHO ARE NOT READING AND YOU'RE USING YOUR MONEY ON YOUR VICE PRINCIPAL. SO TELL US WHY YOU THINK THAT'S GOING TO GET THE JOB DONE.

THAT'S WHERE WE TRY TO AFFECT BEHAVIOR.

OR DO YOU THINK A PIVOT IS NEEDED? AND IF A SCHOOL'S GONE A LONG TIME, YOU KNOW, THE CENTRAL OFFICE CAN ABSOLUTELY JUMP IN AND INTERVENE IN THAT SCHOOL.

OKAY. SO MY COLLEAGUES BROUGHT UP A VERY INTERESTING POINT HERE AND WE HAVE BOARD GOALS THAT ARE AROUND LITERACY, MATH, COLLEGE AND CAREER READINESS AND SPECIAL ED THAT ARE INTRINSICALLY TIED TO OUR SUPERINTENDENT EVALUATION.

IF AND WE'RE OBVIOUSLY BEHIND BECAUSE OF COVID.

WOULD SWITCHING TO A STAFFING MODEL WHERE CENTRAL OFFICE IS SAYING, YOU KNOW, HAVING THESE CERTAIN POSITIONS, HAVING A CERTAIN NUMBER OF TEACHERS, YOU KNOW, WE'RE GOING TO HAVE A BIG SHIFT IN PEOPLE FROM CENTRAL OFFICE GOING TO SCHOOLS, GOING FROM SCHOOL A, TO SCHOOL B, TO SCHOOL C, RIFT'S, NEW HIRES, A LOT OF INSTABILITY.

WILL A STAFFING MODEL BE MORE LIKELY TO ACHIEVE THESE THIS EQUITY OF OUTCOME THAT MY COLLEAGUE IS, YOU KNOW, AND I BOTH SHARE A CONCERN ABOUT AND THAT WE'RE HOLDING OUR SUPERINTENDENT ACCOUNTABLE TO? WELL, WE DO WE DO KNOW THAT SOMETHING IS LOST FOR STUDENTS IN TRANSITION YEARS.

SO THE SWITCH IS GOING TO TAKE A TOLL.

AND THAT'S BECAUSE IT'S DISRUPTIVE FOR PEOPLE, THE ADULTS, IT'S DISRUPTIVE AND THAT MEANS IT'S DISRUPTIVE FOR STUDENTS.

AND THEN THERE'S A LOT OF BACK AND FORTH ON JUSTIFYING IT AND TWEAKING IT AND MAKING THERE'S SOME UNFILLED POSITIONS AND SOME PEOPLE LEAVE AND THE WHOLE THE WHOLE THING.

SO I WOULD BE WORRIED ABOUT A MAJOR OVERHAUL OF STAFFING RIGHT NOW WHEN THERE ARE THE STUDENTS ARE SO, SO DEEP IN THE HOLE ACADEMICALLY.

IS IT POSSIBLE TO DO A STAFFING BASED MODEL THOUGH? YES, AND I'M NOT GOING TO SAY THAT IT'S NOT POSSIBLE TO, DISTRICTS CAN AND DO AND IT.

IT TAKES ITERATING ON THAT IT TAKES A LOT OF YEARS TO DO THAT PROBABLY WORKS BETTER WHEN IT'S A HOMOGENEOUS COMMUNITY WITH A LOT OF VERY SCHOOLS THAT SERVE SIMILAR TYPES OF STUDENTS. DOES IN YOUR RESEARCH IS A STAFFING MODEL INHERENTLY YOU KNOW LIKE WE'RE GOING TO HAVE TO CARVE A TON OF MONEY AND MAKE SOME TOUGH DECISIONS TO BALANCE OUR BUDGET.

IN YOUR RESEARCH, DOES A STAFFING MODEL INCUR COST SAVINGS? NO, NEITHER MODEL HAS INHERENT SAVINGS WITH IT.

THE FINANCIAL SUSTAINABILITY IS SORT OF MORE ASSOCIATED WITH THE DECENTRALIZED MODEL BECAUSE IT AUTOMATICALLY IS SET TO EXPAND AND CONTRACT WHEN ENROLLMENTS GROW AND SHRINK.

BUT A STAFFING MODEL, EVERYTHING HAS TO BE DONE BY THE BOARD.

SO THE BOARD OFTENTIMES IN THE DISTRICT DELAYS A YEAR OR TWO LIKE WE LOST SOME KIDS AND REALLY WANT TO LAY OFF PEOPLE RIGHT NOW.

I DON'T REALLY WANT TO CLOSE THE SCHOOL RIGHT NOW AND WE DO THIS DELAYING THING.

[02:05:03]

AND SO THAT'S WHERE THAT SOME OF THAT FINANCIAL SUSTAINABILITY BECOMES AN ISSUE.

BUT STAFFING MODELS AREN'T INHERENTLY MORE LEAN IN ANY WAY THAN [INAUDIBLE] FUNDING.

I WILL SAY THAT HOUSTON IS NOT A PARTICULARLY WELL FUNDED DISTRICT.

I MEAN, IT'S A LEAN DISTRICT WITH WITH MONEY.

MANY DISTRICTS AROUND THE COUNTRY HAVE MANY MORE DOLLARS THAN HOUSTON DOES.

THAT'S THAT'S JUST A FACT.

EVERY LAST DOLLAR HAS TO COUNT.

OKAY. I THINK THE REST OF MY QUESTIONS ARE FOR THE ADMINISTRATION.

I APPRECIATE YOUR TIME. THANK YOU.

HOW WOULD YOU MEASURE WASTE IN THE DISTRICT? WOULD YOU CONSIDER THAT BEING IF IF THEY.

LET'S SAY THE SAY WE WERE TO GO TO A CENTRALIZED MODEL.

AND THE DISTRICT IS PROPOSED THAT WE'VE GOT ALL THESE THINGS.

BUT THERE IS THEN CONSIDERED WASTE A LOT OF WASTE.

DOES THAT A COMMON PROBLEM WITHIN THE DISTRICT? I MEAN, THE OTHER DISTRICTS.

I THINK.

SO ONE OF THE GROUPS THAT THAT'S MOST ACCUSING OF WASTE IS OFTEN TEACHERS.

IT'S KIND OF SURPRISING TO US WHEN WE DID THIS RESEARCH AND THEY THOUGHT, WELL, GEE, THEY FUNDED THIS AND THEY REALLY DIDN'T GET ANYTHING OUT FOR IT.

THEY SHOULD HAVE FUNDED THIS INSTEAD.

AND I THINK A LOT OF THOSE WERE QUIET.

NOT ALL OF IT MADE SENSE, LIKE, WELL, I CAN'T BELIEVE THEY HAD THAT PIZZA DAY.

THEY SHOULD HAVE GIVEN US A BIG RAISE.

WELL, THE PIZZA DAY WAS NOT VERY MUCH MONEY.

SO IT REALLY WASN'T WHEN A BEEN A HUGE RAISE BUT THE ISSUE OF WASTE, I DON'T THINK IS SORT OF, YOU KNOW, WHOLLY THE RESPONSIBILITY OF STAFFING OR WHOLLY THE RESPONSIBILITY OF DECENTRALIZED. ANY TIME WE SPEND MONEY ON SOMETHING AND IT'S NOT GETTING A RETURN, I WOULD SAY THAT'S A WASTE. RIGHT.

SO IF WE IF WE GIVE A SCHOOL SOME RESOURCES THAT THEY'RE NOT LEVERAGING TO THE MAXIMUM VALUE, THAT WOULD BE A WASTE.

OKAY. AND REAL QUICK, MY SECOND LITTLE QUESTION AND OTHER ONES, I CAN ASK FOR OUR OWN STAFF. HOLD ON.

MY STICKY NOTES ARE STICKING TOGETHER.

OK ON THE DECENTRALIZED SLIDE IS ON THE RISE.

DO YOU FEEL LIKE THAT HAS TO DO WITH THE INCREASE OF CHOICE AND CHARTERS IN THE COMPETITION? IS THAT SOMEWHAT OF THE REASONING BEHIND A MORE DECENTRALIZED MODEL? IT DID NOT COME UP AS A REASON IN THE DISTRICTS WE CHOSE, SORRY THAT WE CHOSE THAT WE STUDIED. IT MAY BE IN SOME OF THE STATE FUNDING FORMULAS LIKE SOME.

SO THERE'S THERE'S DECENTRALIZATION AT THE STATE LEVEL, TOO.

SO SOME OF THE STATES ARE ARE SAYING, RATHER THAN TELL YOU HOW BIG YOUR CLASS SIZE IS, HOW MANY POSITIONS YOU HAVE IN EACH SCHOOL, WE'RE GOING TO LEAVE THE MONEY FLEXIBLE AND GIVE IT OUT TO DISTRICTS.

IT MAY WE DIDN'T STUDY THAT.

WHAT MOTIVATES THE STATES FOR CHOOSING THAT? SO AT THE DISTRICT LEVEL, WE DID NOT SEE THAT POP UP IN ONE OF THE DISTRICTS WE STUDIED.

ALL RIGHT. THANK YOU. TRUSTEE BLUEFORD-DANIELS.

I THINK TRUSTEE YEAH, I JUST WANTED TO MAKE SURE BECAUSE SHE LITERALLY DOES HAVE TO LEAVE IN LIKE 5 MINUTES TO CATCH A PLANE. SO I WANTED TO MAKE SURE ANYBODY ELSE THAT HAD QUESTIONS COULD ASK THEM. TRUSTEE SANTOS.

THANK YOU, DR. ROSA. IN YOUR CENTRALIZED MODELING MODEL, CENTRALIZED AND DECENTRALIZED RESEARCH BASED ON SCHOOLS, WHAT IS THE PERCENTAGE OF DISCRETIONARY SPENDING WHEN IT COMES TO CENTRALIZED DISTRICTS LIKE HOW MUCH PERCENTAGE OF THE AND I KNOW EVERY VARIABLE BECAUSE THERE'S DIFFERENT DISTRICTS ACROSS THE, BUT WHEN YOU FACTOR IN SOCIOECONOMIC STATUS AND YOU FACTOR IN THE SIZE OF A SCHOOL, WHAT PERCENTAGE OF DISCRETIONARY FUNDING SHOULD SCHOOLS HAVE? I THINK IN THE DECENTRALIZED MODEL, THEY'RE HAVING DISCRETIONARY MONEY FOR AT LEAST THEIR BASE STAFFING, WHICH IS AT A MINIMUM HALF OF THE MONEY THAT'S AT THE BUILDING, AND MORE LIKELY AROUND 70% OF THE MONEY THAT'S AT THE BUILDING.

OKAY. AND SO.

WE KEEP HEARING INNOVATION, INNOVATION, INNOVATION.

I'M GOING TO YIELD THAT QUESTION TO YOU FOR THE NEXT ROUND.

BUT THIS IS I JUST WANT TO UTILIZE YOUR SKILLS HERE.

AND THAT'S ALL.

THANK YOU. DR.

[02:10:05]

ROSA, THANK YOU SO MUCH. I KNOW YOU HAVE GOT TO CATCH A PLANE.

REALLY APPRECIATE YOU COMING AT THE LAST MINUTE FLYING IN TO SHARE THIS INFORMATION WITH US. THANK YOU SO MUCH. GOOD LUCK.

GOOD LUCK, YOU ALL. [APPLAUSE].

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

THE BOARD WILL NOW ADJOURN INTO CLOSED SESSION UNDER CHAPTER 551 OF TEXAS GOVERNMENT CODE OPEN MEETINGS ACT SUBSECTIONS 551.004.071.072.073.074.076.082.0821.083 .084.089 SHOULD BOARD, FINAL ACTION, VOTE OR DECISION ON ANY MATTER CONSIDERED IN THE CLOSED SESSION THE REQUIRED SUCH FINAL ACTION VOTER 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 THEREOF.

THE BOARD IS ADJOURNED TO CLOSED SESSION AT 3:12 P.M..

THIS MEETING IS NOW RECONVENED AT 3:50 P.M..

TRUSTEES A COUPLE OF THINGS SO I'M GOING TO TURN THE TIME OVER TO MR. HOUSE AND HIS STAFF FOR THE BUDGET PRESENTATION.

AT THE END OF THAT, I'M GOING TO TAKE US THROUGH A SERIES OF QUESTIONS I HAD SENT YOU IN THAT DOCUMENT AS WELL TO HELP US REFOCUS ON OUR ROLE OF GOVERNANCE.

AND THEN A REMINDER THAT YOU CAN SUBMIT ADDITIONAL QUESTIONS AND ADDITIONAL BUDGET QUESTIONS TO MS. SYLVIA TRINH. YOU CAN EMAIL THEM TO HER BY 10 A.M.

ON MONDAY, AND I ASKED FOR A CALENDAR INVITE FOR THAT.

SO ANY QUESTIONS THAT YOU HAD AND IF YOU'VE ALREADY SENT THEM IN PRIOR TO TODAY, THAT'S FINE. SO ANY ADDITIONAL QUESTIONS? SO IF YOU ASK A QUESTION FROM THE DAIS, PLEASE ALSO GO AHEAD AND SUBMIT IT, BECAUSE A LOT OF TIMES THE STAFF IS TRYING TO WRITE IT AND MAY NOT BE ABLE TO CAPTURE THE QUESTION PROPERLY. SO PLEASE SUBMIT ANY UNANSWERED QUESTIONS THAT YOU HAVE TODAY IN WRITING TO MS. SYLVIA TRINH. MR. HOUSE, YOU HAVE THE FLOOR.

THANK YOU, PRESIDENT CRUZ.

AND AND GOOD AFTERNOON TO TO ALL OF OUR TRUSTEES.

I'M LOOKING FORWARD TO TODAY'S BUDGET WORKSHOP, OF COURSE, IN A SERIES OF THREE OR FOUR

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

WORKSHOPS THAT WILL LEAD UP TO THE ADOPTION OF A 22-23 BUDGET.

NEXT SLIDE. YOU KNOW, DURING OUR BUDGET PRESENTATION LAST WEEK, WE SPENT TIME DISCUSSING HOW WE BELIEVE OUR STRATEGIC PLAN WILL BETTER POSITION THE DISTRICT TO ACCOMPLISH OUR FOUR BOARD GOALS.

AND IN LAST WEEK'S PRESENTATION, WE DISCUSSED THE SLIDE THAT YOU SEE ON THE SCREEN IN FRONT OF YOU AT THIS TIME AND REVIEWED HOW THE BASELINE STAFFING MODEL ALIGNS TO THE THEORY OF ACTION AS WELL.

NOW, AT THAT TIME I BROUGHT THIS SLIDE OR TODAY I BROUGHT THIS SLIDE BACK SPECIFICALLY AND HIGHLIGHTED THE SECTIONS REALLY TO SERVE AS THE FRAMEWORK FOR OUR HYBRID FUNDING AND THE BASELINE STAFFING MODEL THAT WE'VE PLACED IN FRONT OF YOU AND THAT YOU'LL BE SEEING TODAY. TODAY, OF COURSE, WE WILL REITERATE HOW OUR MODEL WILL ALLOCATE RESOURCES EQUITABLY UTILIZING A WEIGHTED FUNDING FORMULA AND HOW WE ARE SPECIFICALLY DEFINING AND FUNDING THE ESSENTIAL POSITIONS AND FUNCTIONS THAT GUARANTEE A BASIC STANDARD OF STUDENT HEALTH, SELF SAFETY AND WELLBEING AT EACH ONE OF OUR CAMPUSES IN HISD.

WITH THE BASELINE STAFFING AND AND HYBRID MODEL RECOMMENDATIONS WE'RE BRINGING FORTH THE AMOUNT OF FUNDING ALLOCATED TO THE CAMPUS LEVEL EXPENDITURES IN THE 22-23 BUDGET.

AND WE AND I THINK THIS IS SOMETHING THAT'S EXTREMELY IMPORTANT TO KNOW AND UNDERSTAND TO CAMPUSES THE EXPENDITURES IN 2022-23 WILL INCREASE BY $107 MILLION, HELPING TO INCREASE THE OPPORTUNITIES AND ACCESS FOR EVERY HISD STUDENT TO ATTAIN THE EDUCATIONAL NECESSARY, THE EDUCATION NECESSARY TO ATTAIN WHAT IT WHAT IT MEANS TO BE SUCCESSFUL.

WHILE WE UNDERSTAND THAT OUR CURRENT FUNDING MODEL HAS BEEN IN EXISTENCE FOR QUITE SOME TIME, ACTUALLY SEVERAL, SEVERAL DECADES, TODAY WE FACE THE HARSH REALITY THAT WE CURRENTLY HAVE 47 D AND F SCHOOLS OR D OR F SCHOOLS, WHILE ALSO FACING DECLINING STUDENT ENROLLMENT AND A MAJOR BUDGET DEFICIT.

THE GRAVITY OF THIS SITUATION REQUIRES THAT WE TAKE BOLD ACTION TO ENSURE THAT WE CAN LIVE UP TO THE VISION THAT THE BOARD HAS SET FORTH.

AS A SCHOOL DISTRICT WE'VE RECEIVED AN INFUSION, OF COURSE, OF FEDERAL DOLLARS THROUGH OUR ESSER FUNDS THAT HONESTLY, WE MAY NEVER SEE AGAIN IN THIS LIFETIME.

WE HAVE A UNIQUE OPPORTUNITY TO ACT AND TO LEVERAGE THESE DOLLARS IN A WAY TO NOT ONLY ACCELERATE STUDENT LEARNING IN LIGHT OF COVID, BUT ALSO TO HELP SUPPORT OUR TRANSITION TO

[02:15:06]

A SUSTAINABLE FUNDING MODEL THAT WE BELIEVE IS ESSENTIAL TO THE EXECUTION OF THE PROPOSED STRATEGIC PLAN.

NOW, GIVEN THE LIMITED TIME THAT WE HAVE WITH THESE DOLLARS AND THE URGENCY OF THE CHALLENGES THAT WE FACE AHEAD OF US, WE CANNOT AFFORD TO WAIT IN MY EYES.

AND THE PLAN THAT WE'VE DESCRIBED AND THAT WE WILL CONTINUE TO DESCRIBE REFLECTS THE KIND OF URGENCY THAT WE'RE WE'RE THINKING.

NEXT SLIDE, PLEASE, FOR TODAY'S AGENDA JUST TO KIND OF GIVE YOU SOME INSIGHT HERE, WE WILL BEGIN WITH AN OVERVIEW OF THE HYBRID STAFFING AND FUNDING MODEL.

THEN GO INTO THE SPECIFICS OF WHAT THE BASELINE STAFFING MODEL ENTAILS.

WE WILL THEN DIVE DIRECTLY INTO THE DISCRETIONARY FUNDING BEING PROVIDED TO CAMPUS PRINCIPALS AND HOW THIS FUNDING MODEL PLAYS OUT WITH SPECIFIC FUNDING OR SPECIFIC CAMPUS EXAMPLES THAT YOU'LL HAVE A CHANCE TO LAY YOUR EYES ON.

FINALLY, WE'LL PROVIDE A UPDATED FINANCIAL PICTURE WHICH ADDRESSES OUR REVISED FINANCIAL PICTURE, GIVEN SOME OF THE COST REDUCTIONS AND MEASURES PROPOSED IN OUR EARLIER WORKSHOPS. NEXT SLIDE, PLEASE.

WE'LL START WITH THAT OVERVIEW AND COMPARISON OF OUR CURRENT MODEL AND ALLOCATING STAFF AND RESOURCES AND WHAT WE ARE PROPOSING THROUGH WHAT WE'VE LABELED OUR HYBRID MODEL.

NEXT SLIDE.

OUR CURRENT FUNDING MODEL IS ROOTED IN THE CORE TENETS OF DECENTRALIZATION.

I THINK WE'VE HEARD THAT TALKED ABOUT THAT.

MARGUERITE SHARED SOME SOME INSIGHT AROUND THAT AS WELL.

BUT WHAT THIS MEANS IS THAT THE CAMPUS PRINCIPALS HAVE AUTONOMY IN MAKING ALMOST ALL BUDGETARY STAFFING, CURRICULUM AND PROGRAMING DECISIONS FOR THEIR INDIVIDUAL CAMPUSES.

CORE TO THIS PARTICULAR MODEL IS WHAT WE CALL THE PUA OR PER UNIT ALLOCATION.

THE PUA OR PER UNIT ALLOCATION PROVIDES CAMPUSES WITH FUNDING BASED ON THEIR TOTAL ENROLLMENT AND THE CHARACTERISTICS OF THE INDIVIDUAL STUDENT WHO ATTEND THOSE PARTICULAR CAMPUSES. NOW, WEIGHTS ARE GIVEN TO THESE CHARACTERISTICS, AND THOSE WEIGHTS, MULTIPLIED BY ENROLLMENT DETERMINE THE TOTAL AMOUNT OF FUNDING THAT A CAMPUS HAS TO OPERATE WITH IN THAT FISCAL YEAR.

NOW, IN A DECENTRALIZED, DECENTRALIZED SYSTEM, CAMPUS PRINCIPLES MAKE THE DECISION ON ALMOST ALL OF THE CHARACTERISTICS OF THEIR INDIVIDUAL CAMPUS.

THEY ALSO DETERMINE WHAT STAFF TO HIRE, WHAT CLASSES OR PROGRAMS TO OFFER, WHAT ATHLETICS OR EXTRACURRICULAR OPPORTUNITIES THEY WANT OR FEEL THAT THEY NEED TO PROVIDE, WHETHER THEY SHOULD HAVE A LIBRARIAN OR A NUMBER OF COUNSELORS, ETC..

NOW, HOWEVER, PRINCIPALS CAN ONLY OFFER CERTAIN PROGRAMS OR HIRE FOR CERTAIN POSITIONS BASED ON THE TOTAL AMOUNT OF FUNDING THAT THE CAMPUS RECEIVES THROUGH THE PUA ALLOCATION.

IF THEY DON'T HAVE THE FUNDING, THEY CAN'T HIRE FOR THE POSITION OR OBTAIN THE RESOURCE THAT THEY WANT TO DESIRE THAT THEY WANT OR MAY DESIRE.

SECONDLY, GIVEN PRINCIPAL AUTONOMY, THE CHOICE AS AS TO WHETHER TO MAKE THAT INVESTMENT IS BASED ON WHETHER THE CAMPUS LEADER BELIEVES THAT THE POSITION OR PROGRAM IS WORTHWHILE INVESTING ON THEIR CAMPUS.

NEXT SLIDE, PLEASE. OUR CURRENT FUNDING MODEL DOES HAVE SOME STRENGTHS THAT WE MUST ACKNOWLEDGE. GIVEN THE LEVEL OF PRINCIPAL AUTONOMY AND THE LARGE AMOUNT OF DISCRETION THAT CAMPUSES HAVE IN SPENDING, LEADERS CAN BE FLEXIBLE AND INNOVATIVE IN WAYS IN WHICH THEY MEET THE NEEDS OF THEIR UNIQUE STUDENT POPULATION.

NOW, BECAUSE CAMPUS LEADERS HAVE SUCH A HIGH LEVEL OF DISCRETION IN PROGRAMING AND SPENDING, IT DOES ALLOW FOR ACCOUNTABILITY, FOR RESULTS TO TRULY LAND AT THE CAMPUS LEVEL. NOW, GIVEN THE WAY THAT THE PUA WORKS, IT INCENTIVIZES CAMPUSES TO FOCUS ON INCREASING THEIR STUDENT ENROLLMENT, SINCE STUDENT ENROLLMENT IS THE LARGEST DRIVER OF THE CAMPUS FUNDING.

THERE IS AN INCENTIVE FOR SCHOOLS TO IMPROVE THEIR OFFERINGS OR ACADEMIC PERFORMANCE SO THEY CAN ATTRACT MORE STUDENTS, WHICH IN TURN DRIVES, OF COURSE, THE FUNDING.

NOW, FINALLY, GIVEN THE DECISION MAKING AND THE AUTONOMY OF SPENDING AT CAMPUSES AT THE CAMPUS LEVEL, SCHOOLS CAN ADJUST QUICKLY TO THE NEEDS OF THEIR CAMPUS.

HOWEVER, THROUGH THE LAST 20 PLUS YEARS OF DECENTRALIZATION IN HISD, IT IS CLEAR THAT

[02:20:03]

THERE ARE INEQUITIES IN THE EDUCATIONAL EXPERIENCE THAT OUR STUDENTS HAVE IN HISD.

WE WE HEARD THESE CONCERNS LOUD AND CLEAR FROM OUR STAKEHOLDERS, OF COURSE, DURING THE NUMBER OF LISTEN AND LEARNS THAT WE HAD DURING MY FIRST 100 OR SO DAYS.

AND WE BELIEVE THAT THIS CAN AND SHOULD AND VERY WELL COULD BE ADDRESSED IN THE STRATEGIC PLAN. NOW I WILL HIGHLIGHT A FEW OF THESE WEAKNESSES WITHIN OUR CURRENT MODEL AS WELL, BEING THAT WE'VE TALKED ABOUT SOME OF THE STRENGTHS AT SCHOOLS THAT HAVE LIMITED FINANCIAL RESOURCES AND I THINK SOMEONE ASKED A QUESTION EARLIER WHILE MARGUERITE WAS PRESENTING AROUND THE NUMBER OF SCHOOLS, I THINK THAT NUMBER IS ABOUT 126 THAT ARE UNDER ENROLLED. BUT AT THOSE SCHOOLS THAT HAVE LIMITED RESOURCES, ESPECIALLY THE SMALLER ONES, AGAIN, STUDENTS DO NOT HAVE THE SAME ACCESS TO KEY SUPPORTS AND EXPERIENCES GIVEN ECONOMIES OF SCALE AND LIMITED FINANCIAL RESOURCES.

WE OFTEN FIND AT THESE SCHOOLS THAT THERE IS NOT ENOUGH FUNDING FOR THE BASIC STUDENT SUPPORT NEEDED, SUCH AS COUNSELORS, NURSES, COLLEGE CAREER ADVISORS, OR ACCESS TO FINE ARTS, OR EVEN ATHLETICS AND ENRICHMENT PROGRAMS. NOW, GIVEN THE OPERATIONAL AND FINANCIAL RESPONSIBILITIES THAT PRINCIPALS ARE REQUIRED TO TAKE ON, THERE IS NOT ENOUGH TIME FOR PRINCIPALS TO FOCUS ON IN MY EYES WHAT'S MOST IMPORTANT IN THEIR RESPONSIBILITY, WHICH IS BEING THAT INSTRUCTIONAL LEADER ON THAT CAMPUS TO DRIVE THE GROWTH THAT WE WANT TO SEE WITH STUDENTS.

WE KNOW THAT WE HAVE HISTORICALLY HAD VERY HIGH PRINCIPAL TURNOVER IN OUR DISTRICT, GIVEN THE AUTONOMY THAT PRINCIPALS AND MARGUERITE MENTIONED THIS AS WELL, PROVIDED DECISIONS.

CAMPUS PRINCIPALS TURNOVER HAS HAS BEEN A ROBUST IMPACT AS AS NEW CAMPUS LEADERS COME IN AND MAKE CHANGES AND APPROACHES FROM ONE FROM ONE PRINCIPAL TO ANOTHER.

WE KNOW THAT WE ALSO HAVE A VERY HIGH STUDENT MOBILITY RATE BETWEEN OUR SCHOOLS.

WE HAVE MANY STUDENTS WHO MAY MOVE BETWEEN ONE OR ANOTHER SCHOOL ON TWO OR THREE OCCASIONS OVER THE COURSE OF THE YEAR.

AND THE WIDE VARIATION OF PROGRAMING BETWEEN OUR SCHOOLS IS REALLY NOT HEALTHY IN SOME INSTANCES FOR KIDS THAT ARE MOVING, ESPECIALLY OUR KIDS THAT ARE MOST VULNERABLE.

NEXT SLIDE, PLEASE.

IN OUR PROPOSED HYBRID MODEL, WE ARE NOT TRYING TO END PRINCIPAL AUTONOMY OR TAKE AWAY THE INNOVATION THAT WE VALUE AS A SCHOOL DISTRICT FOR SO LONG.

WHAT WE'RE TRYING TO ATTEMPT HERE IS TO BUILD UPON THE STRENGTHS THAT CURRENTLY EXISTS WITHIN THE SYSTEM AND LAYER ON TOP A CORE BASELINE SET OF EXPECTATIONS AND RESOURCES THAT WE BELIEVE EVERY STUDENT SHOULD HAVE AND DESERVES.

YOU'VE SEEN THE THIS PARTICULAR SLIDE THAT'S IN FRONT OF YOU AND IN ALMOST EVERY WORKSHOP. AND I WANT TO MAKE SURE THAT THIS IS KIND OF DRIVEN HOME IN REFERENCE TO THE PROPOSED HYBRID MODEL THAT CONSISTS OF A FEW DIFFERENT THINGS.

NUMBER ONE, A BASELINE STAFFING ALLOCATION THAT PROVIDES ACCESS TO KEY POSITIONS FOR STUDENTS AT EVERY SCHOOL.

NUMBER TWO, CENTRALLY FUNDED MATERIALS AND SERVICES TO SUPPLEMENT EACH SCHOOL STAFF AND ALLOCATION. AND THEN NUMBER THREE, A WEIGHTED FUNDING FORMULA THAT PROVIDES ADDITIONAL FLEXIBLE FUNDS FOR EACH SCHOOL TO USE TO MEET STUDENT NEEDS.

NEXT SLIDE, PLEASE. AS AS YOU'LL SEE IN GREATER DETAIL IN THE THE REMAINDER OF TODAY'S PRESENTATION, SCHOOLS WILL RECEIVE DISCRETIONARY FUNDING FROM MULTIPLE SOURCES TO ENSURE THAT THEY MAINTAIN FLEXIBILITY AND AUTONOMY TO MAKE DECISIONS FOR THEIR CAMPUSES, AND THAT THERE IS A JOINT ACCOUNTABILITY FOR RESULTS BETWEEN BOTH THE CAMPUS AND DISTRICT LEADERSHIP. WITHIN THIS MODEL, IT'S NOT A ONE SIZE FITS ALL APPROACH.

WE'RE PROPOSING A BASELINE OF STAFFING WHICH CAMPUSES CAN BUILD UPON.

THAT FACTORS IN THE ENROLLMENT OF CAMPUSES AND THE GRADE CONFIGURATIONS OF STUDENTS AT THOSE CAMPUSES AS WELL.

NOW, FINALLY, WE WILL CENTRALLY FUND A CORE SET OF EXPERIENCES AND SERVICES, INCLUDING, AS WE'VE TALKED ABOUT BEFORE, ATHLETICS, FINE ARTS, AND ADVANCED COURSEWORK TO ENSURE THAT ALL STUDENTS HAVE THE EQUITABLE ACCESS TO THOSE OPPORTUNITIES INDEPENDENT OF THE SIZE OF THEIR CAMPUS.

NEXT SLIDE, PLEASE. THE CHART THAT THAT'S BEFORE YOU ON THE SLIDE IS A SIDE BY SIDE COMPARISON OF OUR CURRENT PUA MODEL, THE HYBRID MODEL THAT WE'RE PROPOSING, AND WHAT A

[02:25:07]

FULL FTE MODEL LOOKS LIKE.

WHAT I WANT TO STRESS HERE IS IN THIS SLIDE IS THAT THAT OUR DISTRICT IS NOT MOVING TO A FULL FTE MODEL.

OUR HYBRID HAS CHARACTERISTICS OF BOTH WITH A SPECIFIC FOCUS ON MAINTAINING PRINCIPAL FLEXIBILITY WHILE ENSURING A BASELINE EXPERIENCE THAT ALL OF OUR SCHOOLS IN OUR HYBRID MODEL, THE MAJORITY OF RESOURCES ALLOCATED FOR REQUIRED STAFFING IS DETERMINED THROUGH THE BASELINE STANDARD.

HOWEVER, CAMPUSES RECEIVE WEIGHTED DISCRETIONARY FUNDING TO ADD ON TOP OF THE BASELINE STANDARD TO MEET UNIQUE NEEDS FOR THEIR STUDENTS.

NEXT SLIDE, PLEASE. WHAT I WANT TO MAKE CLEAR IS THAT IMPLEMENTING THIS HYBRID MODEL RESULTS IN INCREASED FINANCIAL EFFICIENCY THAT WILL ALLOW US TO COVER THE 26 MILLION THAT OR COVER AT LEAST 26 MILLION OF THE PROPOSED 56 MILLION IN COMPENSATION INCREASES FOR TEACHER AND PRINCIPAL AND OTHER CAMPUS BASED STAFF.

IN ADDITION, THIS MODEL WILL ALLOW US TO ENSURE THAT STUDENTS AT ALL SCHOOLS HAVE ACCESS TO SUPPORTS AND SERVICES FROM ESSENTIAL PERSONNEL SUCH AS TEACHERS, COUNSELORS, SOCIAL WORKERS, NURSES, LIBRARIANS, MEDIA SPECIALISTS, CAREER ADVISORS, AS WELL AS OTHER CRITICAL POSITIONS THAT YOU ALL HAVE HEARD.

THE HYBRID MODEL ALLOWS US TO ENSURE THAT EVERY SCHOOL HAS ADEQUATE TEACHERS TO STUDENT RATIOS ELEMENTARY SCHOOLS FOR, FOR EXAMPLE, WILL BE STAFFED AT 22 TO 1 FOR K THROUGH FOUR, AND SCHOOLS CAN FURTHER REDUCE THEIR RATIOS USING THEIR DISCRETIONARY FUNDS.

AND I THINK THAT'S IMPORTANT AND I WANT TO REPEAT THAT EVEN WITH THE RATIOS THAT WE'VE WE'VE SET HERE, SCHOOLS HAVE THE ABILITY TO REDUCE THEIR RATIOS USING THEIR DISCRETIONARY FUNDS. THE TEACHING ASSISTANTS FOR EARLY CHILDHOOD CAMPUSES INCLUDE IN THIS MODEL WILL ALLOW US TO MEET THE 11 TO 1 PRE K CONSTRAINT CREATED BY THE BOARD AS WELL.

WITH THIS MODEL, WE WILL NOT ONLY BE ABLE TO ENSURE THAT THERE ARE FINE ARTS TEACHERS AT EVERY SCHOOL IN THE DISTRICT.

BUT ALSO THE MODEL ENABLES US TO CENTRALLY INVEST 11 MILLION ANNUALLY FOR ART SUPPLIES, EQUIPMENT FOR UNIFORMS, ETC., TO SUPPORT OUR 1 TO 1 INITIATIVES AND INCREASE TECHNOLOGY IN OUR SCHOOLS.

SECONDARY CAMPUSES WILL HAVE DEDICATED DEVICE SUPPORT TECHNICIANS AND A SHARED SUPPORT TECHNICIAN AT THE EARLY CHILDHOOD LEVEL AND IN ELEMENTARY LEVELS.

THIS SUPPORT IS CRITICAL IN MEETING THE DAY TO DAY TECHNOLOGY NEEDS AT THE CAMPUS LEVEL.

OUR MODEL SETS ASIDE 17 PLUS MILLION DOLLARS TO ENSURE EQUITY AND OPPORTUNITIES FOR ATHLETICS AND UIL PROGRAMS AS WELL.

NOW FINALLY, IN REFERENCE TO THIS PARTICULAR SLIDE, IT WILL ALLOW THE DISTRICT TO CENTRALLY COVER COSTS ASSOCIATED WITH ADVANCED COURSE OFFERINGS SUCH AS AP, IB, AND DUAL CREDIT PROGRAMS. NEXT SLIDE, PLEASE. WE ALSO BELIEVE THAT THE HYBRID FUNDING MODEL WILL ALLOW US TO BETTER ENSURE A BASELINE EXPERIENCE FOR ALL STUDENTS WHILE WE NAVIGATE THROUGH THE CHALLENGING FINANCIAL TIMES THAT WE'VE HAD IN FRONT OF US.

REGARDLESS OF WHERE THE BOARD LANDS ON THIS MODEL, THERE ARE SOME DIFFICULT REALITIES THAT THE DISTRICT MUST PREPARE AND FACE FOR IN THE YEARS TO COME.

MAINTAINING THE STATUS QUO WITH OUR CURRENT FUNDING MODEL WILL NOT ONLY ALLOW THE CURRENT INEQUITIES TO EXIST, BUT MAY EXACERBATE MANY OF THESE INEQUITIES AND WILL BE, IN SOME INSTANCES, FORCED TO ADDRESS THE DEFICIT IN THE YEARS TO COME ANYWAY.

I'D LIKE TO TAKE A MOMENT TO ADDRESS A FEW OF THESE SPECIFIC CHALLENGES.

NUMBER ONE, AS WE SAW IN THE LAST PRESENTATION, THE BIGGEST PORTION OF THE RISE IN DISTRICT EXPENDITURES HAS BEEN DUE TO RECAPTURE AND EMPLOYEE BENEFITS, NOT INCREASE, NOT INCREASES IN DISTRICT DISCRETIONARY EXPENDITURES.

THAT HASN'T BEEN AN ISSUE HERE IN OUR CURRENT MODEL ADDRESSING THE DEFICIT WILL REQUIRE SCHOOLS TO MAKE EXTREMELY DIFFICULT DECISIONS AROUND POSITIONS AND PROGRAMS THAT THEY OFFER, GIVEN THE CENTRAL OFFICE CANNOT ABSORB THE COST ENTIRE AND THEN THE DEFICITS THAT GO ALONG WITH IT. NUMBER TWO, WE WILL ALSO KNOW THAT THE PUA MODEL DISPROPORTIONATELY IMPACTS SMALL CAMPUSES, AS WE'VE TALKED ABOUT EARLIER, DUE TO, OF COURSE, THE ECONOMIES

[02:30:02]

OF SCALE. THINGS LIKE FINE ARTS, COUNSELORS, ATHLETIC, EXTRACURRICULAR OPPORTUNITIES.

THE EXPERIENCES WE'RE TRYING TO PROTECT AND EXPAND THROUGH THIS HYBRID MODEL TEND TO BE THE FIRST THING ON THE CHOPPING BLOCK WHEN THE BUDGET SHORTFALL IS PUT IN FRONT OF US.

A BASELINE STAFFING MODEL ALLOWS FOR US TO MORE EQUITABLY ENSURE THAT WE CAN SUPPORT THESE FUNCTIONS IN LIGHT OF THE FUTURE BUDGET REDUCTIONS.

THE DISTRICT CURRENTLY HAS 126, AS WE INDICATED EARLIER, CAMPUSES THAT QUALIFY FOR SMALL SCHOOL SUBSIDY AT A TOTAL COST OF ABOUT $35 MILLION ANNUALLY.

AND GIVEN ENROLLMENT TRENDS, THE NUMBER OF SMALL SCHOOLS MAY INCREASE IN FUTURE YEARS.

THE DISTRICT CURRENTLY PROVIDES A SMALL SCHOOL SUBSIDY FOR SMALL CAMPUSES THAT DO NOT HAVE ENOUGH FUNDING THROUGH THE PUA TO SUFFICIENTLY STAFF AND SUPPORT THEIR CAMPUSES.

IF DEMOGRAPHIC TRENDS CONTINUE AND THE NUMBER OF SMALL SCHOOLS INCREASES, IT COULD MEAN AN INCREASED NEED FOR SUBSIDIES TO CONTINUE TO KEEP SCHOOLS OPEN.

ADDITIONALLY, IN THE PUA MODEL, IF YOU'RE SMALL SCHOOL OR NOT THE NEEDIEST SCHOOL WOULD, WHAT COULD HAPPEN HERE IS THAT DECLINING ENROLLMENT COULD SHIFT DOLLARS AWAY FROM SCHOOLS WITH POPULATIONS THAT HAVE GREATER STUDENT NEEDS VIA THE NEED TO PAY FOR AN INCREASED SUBSIDY. NOT ONLY WITH THIS LIMIT THE DISTRICT'S ABILITY TO DELIVER ON ITS COMMITMENT TO EQUITY, BUT IT WOULD DECREASE THE ABILITY TO ALL CAMPUSES AND REFERENCE TO THEIR NEEDS.

NOW, DISTRICT ENROLLMENT HAS, AS WE ALL KNOW, DECLINED OVER THE COURSE OF THE PAST FEW YEARS AND IS NOT PROJECTED TO INCREASE ABOVE PRE-PANDEMIC LEVELS.

PUA IS EASIER TO IMPLEMENT WITH A WITH STABLE OR INCREASING ENROLLMENT GIVEN THE RELATIVE STABILITY IN FUNDING AND THE ABILITY TO GROW SUPPORTS AND PROGRAMS. PUA LOOKS VERY DIFFERENT IN A SITUATION IN WHICH ENROLLMENT IS DECLINING GIVEN THAT THERE IS A IN THERE'S QUITE FRANKLY LESS MONEY THROUGH THE PUA ON AN ANNUAL BASIS.

WE'VE BEEN ABLE TO GET BY IT IN PAST YEARS WITHOUT MAJOR CUTS TO CAMPUSES IN THE FACE OF DECLINING ENROLLMENT DUE TO ABSORBING CUTS AT THE CENTRAL OFFICE BEING HELD HARMLESS DURING COVID, OF COURSE, AND ESSER FUNDING, HOWEVER, THAT THIS WILL NOT BE THE CASE IN PERPETUITY. AT SOME POINT YOU CANNOT CUT CENTRAL OFFICE FUNCTIONS WITHOUT IMPACTING CRITICAL BASIC SUPPORT FUNCTIONS THAT SCHOOLS EXPECT FROM THE DISTRICT SUCH AS TRANSPORTATION, MAINTENANCE, ETC.

IT WILL HAVE TO BE ADDRESSED THROUGH THE PUA WHICH WOULD MEAN CUTS TO CAMPUSES.

NOW WE SHARE THESE POINTS TO SIMPLY SAY THAT THE BASELINE STAFFING MODEL PROVIDES US WITH WHAT WE BELIEVE IS AN EASIER ON RAMP TO ABSORB FUTURE EFFORTS TO ADDRESS OUR BUDGET ISSUES VERSUS PUTTING THE BURDEN ON CAMPUS PRINCIPALS TO MAKE DO GIVEN LIMITED RESOURCES.

WITH THAT, I WILL PASS IT OVER BECAUSE DR.

MATNEY HAS DONE A GREAT JOB TO REALLY HELP US DIG INTO SOME OF THE RESEARCH, WHICH WAS ALSO A REQUEST OF THE BOARD AS WELL.

SO, DR. MATNEY, I'D LIKE TO PASS IT OVER TO YOU.

ABSOLUTELY. THANK YOU.

GOOD AFTERNOON, TRUSTEES.

SO I DO WANT TO SHARE SOME OF THE RESEARCH THAT THAT'S BEEN REVIEWED THROUGHOUT THIS PROCESS ABOUT THE FUNDING MODEL.

SO WE START WITH THE THEORY OF CHANGE DE GRAUWE TALKS ABOUT AS WE LOOK AT SUPPORTING CAMPUSES AND MOVING THE NEEDLE FOR STUDENTS.

WE HAVE TO HAVE SCHOOL BASED AUTONOMY AND FLEXIBILITY AS WELL AS ACCOUNTABILITY.

AND THOSE TWO TOGETHER COME TOGETHER IN ORDER TO MAXIMIZE OUR STUDENT OUTCOMES.

AND THAT'S AT THIS PODIUM WE TALK, WE HAVE A LOT OF CONVERSATIONS ABOUT OUR STUDENT OUTCOMES. AND SO I WANTED TO START WITH THAT SLIDE TO REALLY HIGHLIGHT THAT.

SO THE IMPACT ON STUDENT ACHIEVEMENT, WE HAD SEVERAL QUESTIONS EARLIER.

YOU HAVE IN YOUR BINDERS AT YOUR SEATS, 30 STUDIES THAT WE'VE BEEN LOOKING AT AND EXAMINING OVER TIME.

THE CONTENTS OF YOUR BINDERS IS ALSO LINKED TO OUR STRATEGIC PLAN WEBSITE AT THIS TIME.

THE FIRST QUOTE THAT WE WANT TO LOOK AT ACTUALLY IS FROM OUR PRESENTER THAT WE HEARD FROM EARLIER THIS AFTERNOON.

SO AS SUCH, WE FIND NO NARROWING OF THE BLACK, WHITE OR HISPANIC WHITE STUDENT ACHIEVEMENT GAPS THAT CAN BE ATTRIBUTED TO THE USE OF WEIGHTED STUDENT FUNDING.

[02:35:02]

IN FACT, WE HAVE FOUND SOME EVIDENCE OF WIDENING OF ACHIEVEMENT GAP.

SO THIS WAS DONE BY EPIGENOMICS IN LOOKING AT MANY OF THE DISTRICTS AND DATA POINTS THAT SHE REFERENCED EARLIER.

SO WHAT THEY FOUND WAS THAT STUDENT OUTCOMES OVERALL COULD SEE A SMALL INCREASE.

BUT WHEN WE LOOK AT OUR HISPANIC AND AFRICAN AMERICAN STUDENTS, THOSE STUDENTS ACTUALLY SAW A DECREASE IN OUTCOMES WHICH WIDENED THOSE ACHIEVEMENT GAPS.

THE SECOND STUDY THAT'S QUOTED HERE ACTUALLY WAS DONE WITH OUR HERC PARTNERS IN 2019.

THERE WAS A SERIES OF FOUR RESEARCH BRIEFS THAT CAME OUT ABOUT DECENTRALIZATION IN HISD, AND THE QUOTE HERE STATES THAT DECENTRALIZATION WAS NOT ASSOCIATED WITH INCREASES IN TAAS PASS RATES THREE YEARS AFTER THE REFORMS WERE FULLY IMPLEMENTED.

TAAS WAS THE TEST.

AT THE TIME THAT THIS WAS IMPLEMENTED.

DECENTRALIZATION WAS NOT ASSOCIATED WITH INCREASES IN TAAS PASS RATES FOR BLACK STUDENTS, HISPANIC STUDENTS OR ECONOMICALLY DISADVANTAGED STUDENTS.

THE THIRD BULLET POINT WHILE THE INTENDED PURPOSE OF DECENTRALIZATION IS TO BOOST STUDENT OUTCOMES, THERE IS NOT A CORRELATION.

AND FINALLY, A META ANALYSIS OF 83 INDIVIDUAL STUDIES THAT EXAMINED THE RELATIONSHIP BETWEEN DECENTRALIZATION AND STUDENT ACHIEVEMENT FOUND NO FIRM, RESEARCH BASED KNOWLEDGE ABOUT THE DIRECT OR INDIRECT EFFECTS OF SITE BASED MANAGEMENT ON STUDENTS, AND THAT THE EFFECTS ON STUDENTS ARE JUST AS LIKELY TO BE NEGATIVE AS POSITIVE.

SO STILL NO FIRM POSITIVE STUDENT IMPACT ON STUDENT ACHIEVEMENT.

AND AS A REMINDER, JUST HISD HAS BEEN DECENTRALIZED FOR FOR A LITTLE MORE THAN 20 YEARS.

BUT THE ACADEMIC ACHIEVEMENT GAPS ARE STILL SIGNIFICANT.

SO SUPPORT OF THIS HYBRID MODEL THAT WE'VE BEEN TALKING ABOUT, WE LOOKED AT SEVERAL STUDIES. THE FIRST BULLET POINT SAYS EQUITY CAN BE DEFINED IN TERMS OF INPUTS OR OUTCOMES. IF DEFINED IN TERMS OF INPUTS, AN EQUITABLE EDUCATION FINANCE SYSTEM WOULD BE ONE IN WHICH ALL SCHOOLS HAVE EQUAL OR EQUIVALENT PACKAGES OF EDUCATIONAL INPUTS.

THIS IS KNOWN WIDELY AS HORIZONTAL EQUITY, SO EVERY EVERYONE RECEIVES THE SAME.

THE SECOND BULLET POINT TALKS ABOUT VERTICAL EQUITY.

WHEN EQUITY IS DESIGNED IN TERMS OF THE EQUALITY OF OUTCOMES, A DISTRIBUTIONAL, EQUITABLE EDUCATION SYSTEM WOULD IN THEORY BE ONE IN WHICH ALL SCHOOLS HAVE SUFFICIENT RESOURCES TO ACHIEVE SIMILAR EDUCATIONAL OUTCOMES.

THUS, WHAT MATTERS IS NOT ONLY THE CHARACTERISTICS OF THE INDIVIDUAL STUDENTS, BUT ALSO THEIR CONCENTRATION WITHIN A SCHOOL.

THE MODEL THAT WE'VE TALKED ABOUT MANY TIMES WITH HOW WE ALLOCATED ADDITIONAL FUNDING, THAT WEIGHTED MODEL THAT THAT RISK ANALYSIS THAT'S BEEN DONE ADDRESSES THAT PIECE EXACTLY. SO THEN THE THIRD BULLET POINT, THERE'S MOUNTING EVIDENCE THAT INDIVIDUAL SCHOOLS, ESPECIALLY SCHOOLS SERVING LOW PERFORMING STUDENTS, ARE NOT ABLE TO SUCCEED ON THEIR OWN. INSTEAD, THEY NEED SUBSTANTIAL SUPPORT FROM INTERMEDIARY INSTITUTIONS, SUCH AS DISTRICTS, AND THEN TO ROUND OUT OUR RESEARCH COMPONENT.

AGAIN, SOME RESEARCH FROM OUR EARLIER PRESENTER.

MANY STUDIES HAVE ACKNOWLEDGED THAT INVESTIGATIONS OF RESOURCE DISTRIBUTIONS WITHIN DISTRICTS MUST TAKE INTO ACCOUNT BOTH HORIZONTAL EQUITY, EQUAL TREATMENT OF STUDENTS AND VERTICAL EQUITY REQUIRING HIGHER SPENDING FOR STUDENTS WITH GREATER NEEDS.

I'M GETTING THE HONOR OF LEADING US INTO THE NEXT SERIES OF SLIDES.

WE WILL ILLUSTRATE ON THE NEXT FEW SLIDES THE ITERATIVE PROCESS THAT WE USE TO BOTH STUDY AND RESEARCH, THE CURRENT HYBRID FUNDING MODEL, AND THE WAY IN WHICH WE GARNER THE FEEDBACK AND INPUT FROM OUR PRINCIPALS TO MAKE ADJUSTMENTS.

SO AS YOU CAN SEE ON THE SLIDE HERE, NOVEMBER TO JANUARY 2022, WE FIRST STOPPED JUST TO CONSIDER ALL OF THE FEEDBACK WE GOT FROM OUR LISTEN AND LEARNS AND THE SURVEYS AND THE DEVELOPMENT OF THE STRATEGIC PLAN, WHICH CLEARLY CALLED FOR SOME STAFFING ACROSS EACH AND EVERY SCHOOL SO THAT STUDENTS COULD HAVE EQUITABLE ACCESS TO POSITIONS.

AS WE CONSIDER THAT FEEDBACK FROM THE COMMUNITY, WE ASSEMBLED A CROSS-FUNCTIONAL TEAM AND IN THAT TEAM WE BUILT COMMON UNDERSTANDING AROUND OUR CURRENT MODEL, THE POLICY THAT'S IN PLACE HERE IN THE DISTRICT AS WELL AS STATE GUIDELINES.

WE ALSO TOOK THE TIME TO LOOK TO RESEARCH AND OTHER DISTRICTS SO THAT WE COULD BASELINE OUR MODEL AGAINST WHAT OTHER BOTH TEXAS DISTRICTS AND OUT OF STATE DISTRICTS WERE DOING ACROSS THE COUNTRY.

ADDITIONALLY, WE WORKED TO THEN JUST TO CREATE AN INITIAL DRAFT, JUST TO GET US STARTED.

[02:40:05]

AND AT THAT POINT IN TIME, AT THE END OF JANUARY IS WHEN WE BEGAN TO SOLICIT AND GATHER FEEDBACK AND MAKE ADJUSTMENTS.

OVER THE NEXT COUPLE OF SLIDES YOU'LL SEE THAT THIS IS WHEN WE BEGIN TO INTERFACE WITH PRINCIPALS. SO ON FEBRUARY THE THIRD, WE MET WITH THE SUPERINTENDENT LEADERSHIP COLLABORATIVE. THAT'S A GROUP OF 26 PRINCIPALS THAT HAVE BEEN ELECTED BY THEIR PEERS TO MEET WITH THE SUPERINTENDENTS EACH MONTH TO ADVOCATE FOR THE NEEDS AT THE SCHOOLHOUSE AND ALSO ENGAGE IN SHARED DECISION MAKING WITH THAT GROUP OF INDIVIDUALS.

GIVING US FEEDBACK.

WE MADE ADJUSTMENTS TO THE MODEL ON FEBRUARY THE 18TH.

WE HOSTED A PRINCIPALS LISTEN AND LEARN FOR ADDITIONAL FEEDBACK THAT INCLUDED EVERY PRINCIPAL IN THE DISTRICT.

AS A RESULT OF THAT, WE MADE ADJUSTMENTS TO THE MODEL.

AGAIN, WE GARNERED THE SUPERINTENDENT'S LEADERSHIP COUNCIL ON FEBRUARY 23RD TO GET MORE FEEDBACK. AND AT THAT TIME WE ALSO BEGAN JUST HAVING CONVERSATIONS WITH INDIVIDUAL AND SMALL GROUPS OF PRINCIPALS TO GET FEEDBACK.

AS A RESULT OF THOSE MEETINGS, WE MADE ADJUSTMENTS TO THE MODEL.

MOVING INTO THE MONTH OF MARCH, WE FIRST GAVE PRINCIPALS THEIR FIRST SCHOOL SPECIFIC DOCUMENTS, WHICH ESSENTIALLY HIGHLIGHTED WHAT THE STAFFING AND THE BUDGET MODEL WOULD LOOK LIKE AS IT APPLIED TO THEIR SPECIFIC CAMPUS.

PRINCIPALS ENGAGED IN A WORKSHOP OPPORTUNITY ON MARCH THE 2ND, AND AS A RESULT OF THAT PROVIDED FEEDBACK WITH THAT, WE MADE ADJUSTMENTS TO THE MODEL.

WE CONTINUED TO ENGAGE PRINCIPALS AND SMALL GROUPS OF PRINCIPALS WE MADE ADJUSTMENTS TO THE MODEL. ON MARCH 21ST WE GAVE A SECOND ITERATION AGAIN, DIFFERING FROM THE FIRST ITERATION. ON MARCH 2ND, GOT ADDITIONAL FEEDBACK FROM PRINCIPALS, MADE ADJUSTMENTS.

AND FINALLY, JUST THIS WEEK, WE PROVIDED OUR PRINCIPALS WITH WHAT WE BELIEVE IS A MORE FINALIZED BUDGET ALL ALONG THE PROCESS BEGINNING IN NOVEMBER.

UP UNTIL THIS POINT, WE HAVE GARNERED THE FEEDBACK FROM OUR SCHOOL LEADERS.

JUST TO HIGHLIGHT A FEW THERE WOULD BE WAY TOO MANY FOR ME TO PUT ON A SLIDE.

I WANTED TO JUST SHOW SOME OF THE ACTUAL ADJUSTMENTS WE MADE DECREASING THE MIDDLE SCHOOL RATIO TO LOWER CLASS SIZE.

WE DECREASED THE THE CLERICAL RATIO WE ALLOWED FOR CONTINUED USE OF TEACHER SPECIALISTS TO SERVE AS EVALUATORS, PROVIDED FLEXIBILITY IN HOW THEY USE SOME OF THE POSITIONS THAT ARE GIVEN TO THEM SO THEY DON'T HAVE TO USE THEM SPECIFICALLY AS THEY'RE OUTLINED IN THE STAFFING MODEL, BUT HAVE SOME FLEXIBILITY TO USE THOSE POSITIONS IN DIFFERENT WAYS.

WE INCREASE THEIR BUDGETARY ALLOCATIONS THROUGH ESSER AND TITLE ONE AGAIN TO PROVIDE SOME LEVEL OF A OFF RAMP OVER THE NEXT TWO YEARS TO SOFTEN WHAT COULD BE SEEN AS LIKE A SUDDEN CHANGE. PROVIDING THOSE ADDITIONAL ESSER FUNDING ALLOW FOR SCHOOLS TO MAKE A SOFTER TRANSITION. WE ALLOCATED ADDITIONAL DOLLARS TO SCHOOLS THAT HAVE B PROGRAMS, AND WE SUPPLEMENTED POSITIONS FOR SMALL AND SPECIALTY SCHOOLS.

AGAIN, JUST A FEW.

ALL OF THOSE CHANGES CAME ABOUT DUE TO THE FEEDBACK OF OUR SCHOOL LEADERS.

THANK YOU, CHIEF WATTS I'D LIKE TO TURN IT OVER TO CHIEF GRANT-SKINNER AT THIS TIME.

THANK YOU. FIRST, I WANT TO AGAIN SHARE WHAT YOU'VE SEEN BEFORE, WHICH IS A SUMMARY OF THE POSITIONS THAT ARE INCLUDED IN OUR BASELINE STAFFING MODEL.

ON THE LEFT, YOU CAN SEE THE POSITIONS THAT ARE INCLUDED REGARDLESS OF THE GRADE CONFIGURATION OF THE SCHOOL. SO THIS IS FOR ALL SCHOOLS.

AND ON THE RIGHT SIDE, THERE ARE SOME ADDITIONAL POSITIONS THAT ARE DEPENDENT ON THE GRADE CONFIGURATION OF THE SCHOOL FOR THEIR INCLUSION IN THE BASELINE STAFFING MODEL.

PART OF WHAT I'LL SHARE HERE TODAY ARE THE FINAL VERSIONS OF THE THE EXACT NUMBERS AND RATIOS FOR THE BASELINE STAFFING MODEL FOR SIX DIFFERENT GRADE CONFIGURATIONS.

HERE ON THIS SLIDE, I WILL REMIND YOU ALL THAT THERE ARE SEVERAL POSITIONS WHERE WE'VE INCLUDED THEM IN THE BASELINE STAFFING MODEL, BUT NAMED MULTIPLE POSSIBILITIES OF WHAT A SCHOOL LEADER COULD COULD CHOOSE.

IF YOU GO BACK JUST ONE SECOND WHERE SO FOR EXAMPLE, WE'RE ALLOCATING A SYSTEM, PRINCIPALS AND WHERE THERE A SCHOOL IS ALLOCATED THAT POSITION, THEY CAN CHOOSE TO HAVE AN ASSISTANT PRINCIPAL OR A DEAN OR A TEACHER SPECIALIST IN MOST CASES, SIMILARLY FOR A LIBRARIAN OR A MEDIA SERVICES SPECIALIST.

SO THERE'S SOME LOCAL FLEXIBILITY IN THERE FOR THE SCHOOL TO DECIDE WHICH OF THOSE POSITIONS THEY'RE ACTUALLY GOING TO HAVE WHILE WE'RE INDICATING THAT IT HAS TO BE ONE ONE IN THAT CATEGORY.

[02:45:02]

BEYOND THIS, AS WE FINALIZE THE BUDGETS FOR OUR SCHOOLS, WE ALSO TOOK INTO ACCOUNT FEEDBACK THAT WE'VE HEARD AND IDENTIFIED SOME OF THOSE POSITIONS, WHICH YOU SEE ON THE RIGHT SIDE OF THE SLIDE WHERE WE'RE PROVIDING ADDITIONAL FLEXIBILITY TO A SCHOOL TO TRADE OUT THAT POSITION OR TO USE THE FUNDS FOR THAT POSITION IN A DIFFERENT WAY.

IF THE SCHOOL CAN DEMONSTRATE HOW THEY'RE GOING TO MEET THE PROGRAMMATIC REQUIREMENTS AND THE INTENDED PURPOSE OF THAT ALLOCATION IN ANOTHER WAY.

SO THE FIRST EXAMPLE YOU SEE THERE IS CLERICAL WORKER.

SO FOR ONE OR MORE CLERICAL WORKER POSITIONS THAT ARE INCLUDED IN THE SCHOOL'S BASELINE STAFFING MODEL, IF THEY'RE ABLE TO SHOW HOW THEY'RE GOING TO MEET THE NEEDS OF THEIR STUDENTS AND THEIR SCHOOL IN A DIFFERENT WAY, THAT THEY THEN HAVE THE FLEXIBILITY TO MAKE THAT ADJUSTMENT. ON THE LEFT SIDE, GOING BACKWARDS, THESE ARE THE POSITIONS THAT WE SAID YOU HAVE TO HAVE THIS POSITION AND YOU CAN'T SAY, I'M GOING TO MEET THE NEED IN ANOTHER WAY AND THEN TRADE OUT THAT POSITION.

I WILL HIGHLIGHT HERE THAT AT THE TOP OF THAT LIST IS TEACHERS.

70% OF THE POSITIONS THAT ARE IN OUR BASELINE STAFFING MODEL ARE TEACHER POSITIONS.

AND WHAT WE ARE DOING THERE IS WE'RE SAYING THIS IS A MINIMUM NUMBER OF TEACHER POSITIONS THAT YOU MUST INCLUDE AT YOUR SCHOOL, HOW YOU DECIDE HOW MANY TEACHERS ARE AT FIRST GRADE, HOW MANY TEACHERS ARE AT THIRD GRADE, HOW YOU DECIDE HOW MANY TEACHERS ARE CLASSROOM TEACHERS VERSUS HOW MANY TEACHERS ARE FINE ARTS OR OTHER TEACHERS IS BEYOND A MINIMUM IS SOMETHING THAT THE SCHOOL HAS THE FLEXIBILITY TO DECIDE.

I THINK THAT IS A POINT I WANT TO EMPHASIZE TODAY, BECAUSE WE ACTUALLY HEARD DR.

ROSA SAY EARLIER, I TRIED TO CAPTURE WHAT SHE SAID.

SHE SAID ANY OF THE STAFFING THAT ESSENTIALLY DETERMINED IS NOT SUBJECT TO LOCAL INFLUENCE, MEANING SCHOOL BASED INFLUENCE.

AND THAT'S ACTUALLY NOT TRUE IN OUR MODEL, EVEN AS IT PROBABLY IS TRUE IN A STRICT FTE MODEL. THE NEXT FEW SLIDES ARE TO PROVIDE A LITTLE MORE INFORMATION ABOUT SOME OF THE POSITIONS THAT ARE IN THE BASELINE STAFFING MODEL.

WE'RE NOT GOING TO GO THROUGH EVERY SINGLE ONE, IN TERMS OF A SLIDE FOR IT.

SO FIRST, WE'VE TALKED ABOUT THE IMPORTANCE OF EVERY SCHOOL HAVING A LIBRARIAN OR A MEDIA OR A MEDIA SPECIALIST.

THIS IS A CASE WHERE WE'VE THE SUPERINTENDENT HAS BEEN CLEAR FOR SOME TIME ABOUT THE IMPORTANCE OF EVERY SCHOOL HAVING ONE IN THIS CASE.

SO IT'S A CASE WHERE THERE'S NOT A STRICT STATE REQUIREMENT, THERE'S NOT A SPECIFIC RECOMMENDATION IN TERMS OF THE NUMBER, BUT IT'S A VALUE STATEMENT THAT WE'RE MAKING AS A DISTRICT AND SAYING EVERY SCHOOL WILL HAVE ONE.

SIMILARLY, ON THE NEXT SLIDE WITH NURSES, OUR BASELINE STAFFING MODEL ENSURES THAT EVERY SCHOOL WILL BE WILL HAVE A NURSE POSITION.

NEXT WITH RESPECT TO TEACHING ASSISTANTS THERE, THIS IS AN EXAMPLE OF A CASE WHERE OUR BASELINE STAFFING MODEL IS DRIVEN BY A VERY SPECIFIC REQUIREMENT.

OUR BOARD HAS SAID THERE SHOULD BE AN 11 TO 1 STUDENT TO ADULT RATIO IN PRE-K CLASSROOMS. SO WE BUILT INTO OUR BASELINE STAFFING MODEL THAT EXPECTATION THAT THERE WOULD BE A 22 TO 1 STUDENT TO TEACHING ASSISTANT RATIO AT THAT LEVEL, WHICH WHEN WE COMBINE IT WITH THE 22 TO 1 TEACHER, STUDENT TO TEACHER STAFFING RATIO.

IT MEETS THAT EXPECTATION OF THE BOARD.

THE NEXT EXAMPLE IS SCHOOL COUNSELORS.

THIS IS A CASE WHERE, AGAIN, IF WE LOOK IF WE LOOKED AT STATE REQUIREMENTS, THE STATE EDUCATION CODE HAS ONLY ONE REQUIREMENT HERE, AND THAT'S THAT THERE'S A 500 TO 1 RATIO AT THE ELEMENTARY LEVEL.

BEYOND THAT, ALL WE HAVE TO LOOK AT OUR RECOMMENDATIONS, AND WE KNOW THAT THE RECOMMENDATION OF MULTIPLE ENTITIES, INCLUDING TASB HERE, IS TO HAVE A RATIO OF 350 TO 1 . AS A STARTING POINT HERE WE BROKE THIS OUT TO SEE HOW IT LOOKS ACROSS DISTRICTS RIGHT NOW IN HISD, LOOKING AT GENERAL FUNDED COUNSELORS, SCHOOL COUNSELOR POSITIONS.

EVERY SINGLE DISTRICT HAS A QUARTER OR MORE OF THEIR SCHOOLS RIGHT NOW THAT DO NOT HAVE A SINGLE SCHOOL COUNSELOR BUILT INTO THEIR GENERAL FUND.

AND YOU CAN SEE ACROSS DISTRICTS, THAT NUMBER IS SOMETIMES A MAJORITY OF SCHOOLS DO NOT HAVE A SCHOOL COUNSELOR.

THE NEXT SLIDE SHOWS THAT THROUGH OUR BASELINE STAFFING MODEL, YOU CAN SEE THE DETAILS OF HOW WE BUILT THESE RATIOS FOR ELEMENTARY, MIDDLE AND HIGH SCHOOL LEVELS AT THE MIDDLE AND HIGH SCHOOL LEVELS.

WE ARE ALSO COMBINING HERE OUR COLLEGE AND CAREER ADVISOR POSITION, WHICH IS A SOMEWHAT UNIQUE POSITION FOR US.

AND WHEN WE COMBINE THE WORK THAT THAT POSITION FULFILLS ALONG WITH THE SCHOOL COUNSELOR POSITION, WE END UP WITH RATIOS OF STUDENTS TO STAFF MEMBERS SERVING COUNSELOR LIKE POSITIONS OF BELOW 300 TO 1.

THE FINAL EXAMPLE I'LL SHARE AS ASSISTANT PRINCIPALS.

[02:50:03]

I'M SHARING THIS AS ONE EXAMPLE OF OF OTHERS THAT ARE HERE, WHERE, AGAIN, THERE'S THERE'S NO PERFECT NUMBER. THERE'S NO ONE OUT THERE SAYING THIS IS WHAT A RATIO SHOULD BE FOR ASSISTANT PRINCIPALS.

AND SO WHAT WE DID IN THESE CASES, WE TOOK A LOOK AT SOME OTHER DISTRICTS.

WHAT IS THE RANGE OF WHAT OTHER DISTRICTS ARE DOING WHEN THEY ALLOCATE POSITIONS, WHEN THEY ALLOCATE ASSISTANT PRINCIPAL POSITIONS.

YOU CAN SEE IN THE DISTRICTS LISTED HERE IN QUOTES, DISTRICT ONE, TWO AND THREE, THERE'S QUITE A RANGE. AND OUR BASELINE STAFFING MODEL LANDS AT A PLACE SOMEWHERE IN THE MIDDLE OF THE OF THOSE OTHER DISTRICTS.

THE NEXT SLIDE SHOWS HOW OUR BASELINE STAFFING MODEL WOULD CHANGE FROM THE CURRENT STATE TO AT LEAST THE BASELINE POSITIONS NEXT YEAR, KNOWING THAT PRINCIPALS COULD SUPPLEMENT THIS WITH THEIR OTHER FUNDS.

THE BLUE BAR SHOWS THE CURRENT STATE IN THE MIDDLE OF FISCAL YEAR 2022.

ON THE LEFT SIDE, WE SEE WE HAVE I THINK I THINK THAT REPRESENTS 15 SCHOOLS RIGHT NOW THAT HAVE A STUDENT TO ASSISTANT PRINCIPAL RATIO OF SOMEWHERE BETWEEN 102 AND 200 A VERY, VERY LOW RATIO I FEEL.

AND THEN ON THE OTHER END OF THE SPECTRUM, WE HAVE 74 SCHOOLS THAT DON'T HAVE A SINGLE ASSISTANT PRINCIPAL POSITION RIGHT NOW IN THEIR GENERAL FUND.

THE ORANGE SHOWS WHAT THIS WOULD LOOK LIKE NEXT YEAR WHERE THERE IS MORE CONSISTENCY IN SCHOOLS STUDENT TO AP RATIOS.

THE NEXT SIX SLIDES ARE UPDATES FROM WHAT WE SHARED WITH THE BOARD THROUGH OUR RESPONSES TO THE Q&A FOR MARCH 10TH.

SO ON MARCH 10TH, WE SHARED WITH YOU THE BASELINE STAFFING MODEL DETAILS AT THAT TIME FOR EACH OF THE SIX GRADE CONFIGURATIONS.

THESE HAVE BEEN UPDATED BECAUSE OF THE WORK WE'VE BEEN DOING THAT DR.

WATTS TALKED THROUGH.

AND ON THIS SLIDE, I'LL GO THROUGH IN DETAIL AND THEN YOU HAVE FIVE OTHER GRADE CONFIGURATIONS HERE FOR YOUR REFERENCE.

SO THIS IS FOR ELEMENTARY, ELEMENTARY SCHOOLS.

FIRST, YOU CAN SEE THAT THERE'S A COLUMN.

THE FIRST COLUMN, OF COURSE, NAMES THE POSITIONS THAT ARE INCLUDED IN THE BASELINE STAFFING MODEL FOR ELEMENTARY SCHOOLS.

THE NEXT COLUMN WITH THIS AS FIXED REFLECTS THAT THERE ARE SOME POSITIONS WHERE WE'RE SAYING REGARDLESS OF SCHOOL SIZE, REGARDLESS OF STUDENT ENROLLMENT, ANY OTHER FACTORS, EVERY SCHOOL GETS ONE.

SO EVERY ELEMENTARY SCHOOL IS ALLOCATED A PRINCIPAL AND AN ADMINISTRATIVE ASSISTANT, A LIBRARIAN OR MEDIA SERVICES SPECIALIST OR A STUDENT INFORMATION REP AND A NURSE OR AN ASSOCIATE NURSE.

THEN NEXT, THE TWO COLUMNS AT THE RIGHT, THE MINIMUM AND RATIO SHOW FOR ANY ANY POSITION THAT IS NOT FIXED AT ONE.

WHAT IS THE MINIMUM NUMBER THAT WE ARE ALLOCATING TO A SCHOOL? AND THEN WHAT IS THE RATIO BEYOND THAT WILL APPLY TO DETERMINE WHETHER A SCHOOL GETS MORE BEYOND THAT MINIMUM? SO THE FIRST THE FIRST ONE THAT YOU SEE IS ASSISTANT PRINCIPAL DEAN OF INSTRUCTION OR TEACHER SPECIALIST. WE'RE SAYING THERE'S A MINIMUM OF ONE.

THAT MEANS EVERY ELEMENTARY SCHOOL WAS ALLOCATED AT LEAST ONE AP.

BUT THE RATIO THAT WE'RE USING FOR THAT GOING BACK TO A PRIOR SLIDE WAS 500 TO 1.

WE ROUND THESE RATIO OR WE ROUND THIS BASED ON THE NEAREST ONE WHOLE POSITION ACROSS ALL OF ALL OF THE POSITIONS HERE THAT YOU SEE WITH A RATIO.

SO YOU SEE OTHER RATIOS FOR DIFFERENT POSITIONS HERE.

ONE THING I WILL HIGHLIGHT IF WE GO AHEAD, A COUPLE OF SLIDES TO THE MIDDLE SCHOOL SLIDE . HERE ONE THING THAT LOOKS DIFFERENT WHEN YOU GET TO THE MIDDLE AND HIGH SCHOOL LEVELS IS FOR TEACHERS.

HERE, WE'RE USING A STAFFING CALCULATION BASED ON A CERTAIN RATIO.

SO WE LOOK AT ALL OF THE STUDENTS IN THE SCHOOL, WE APPLY THAT RATIO CONSIDERING THAT TEACHERS ARE TEACHING SIX OUT OF SEVEN PERIODS IN A DAY, AND THAT CALCULATES TO THE TOTAL NUMBER OF TEACHER POSITIONS THAT THE SCHOOL WILL HAVE.

AT THE MIDDLE AND HIGH SCHOOL LEVELS WE HAVE ALSO SAID WITHIN FROM AMONG THAT CORE STAFFING CALCULATION, THE SCHOOL DOES HAVE TO MAKE SURE THAT THEY HAVE AT LEAST ONE ART TEACHER, AT LEAST ONE MUSIC TEACHER, AT LEAST ONE PHYSICAL EDUCATION TEACHER.

SO THAT'S I THINK, THE ONE THING TO CALL OUT THAT LOOKS DIFFERENT FOR MIDDLE AND HIGH SCHOOL. BUT AGAIN, YOU HAVE SIX DIFFERENT GRADE CONFIGURATION DETAILS HERE IN IN THE DECK TODAY. THE FINAL THING IS BEYOND THE BASELINE POSITIONS THAT WERE ALLOCATED ACCORDING TO THOSE MODELS, WE DID ALSO CREATE AN OPPORTUNITY FOR SCHOOLS AS THEY WERE REVIEWING THEIR ALLOCATIONS TO COME BACK AND SAY SOMETHING ABOUT THE MODEL DOES NOT MEET THE VERY UNIQUE

[02:55:04]

SITUATION OF MY SCHOOL.

AND IN THOSE CASES, THE SCHOOL'S OFFICE CONDUCTED A REVIEW TO DETERMINE HOW WE MIGHT ALLOCATE ADDITIONAL POSITIONS.

AND YOU CAN SEE ON THIS SLIDE THE TYPES OF THINGS WERE CONSIDERED.

THESE ARE MOSTLY SMALL SCHOOLS OR SCHOOLS WITH SPECIALTY PROGRAMS WHERE THE BASE MODEL JUST DIDN'T WORK FOR THEM WITHOUT ANOTHER ANOTHER POSITION.

SO WE WANTED TO BE CLEAR THAT THERE WERE 83 ADDITIONAL POSITIONS ADDED TO WHAT YOU SAW ON THE WHAT WHAT RESULTED FROM THE LAST SIX SLIDES.

AND WITH THAT, I THINK I'M GOING TO LET MR. HOUSE SUMMARIZE THE SECTION.

THANKS MR. GRANT CHIEF GRANT-SKINNER, WE APPRECIATE YOU.

BOARD MEMBERS AND TRUSTEES, AS YOU'VE SEEN THROUGH THE EXAMPLES OF OUR BASELINE STAFFING MODEL, WE ARE STRONGLY AIMING TO ENSURE THAT EVERY STUDENT IN EVERY SCHOOL HAS ACCESS TO, AGAIN, THE ESSENTIAL POSITIONS OR FUNCTIONS THAT GUARANTEE A BASIC STANDARD FOR STUDENT HEALTH, SAFETY AND WELLNESS, BOTH ACADEMICALLY AND NON ACADEMICS AT EVERY CAMPUS.

MOST OTHER SCHOOL DISTRICTS IN THE COUNTRY ALLOCATE POSITIONS TO SCHOOLS AND MANY THAT THAT HAVE PUA FORMULA THAT STILL DICTATE POSITIONS THAT A SCHOOL MUST FUND.

THE MODEL THAT THAT WE'RE PRESENTING IS NOT OUT OF OUT OF THE ORDINARY, QUITE FRANKLY.

WE'VE WE'VE SHOWN IN THESE SLIDES HOW OUR PROCESS OR MODEL WITH REPEATED SCHOOL FEEDBACK WAS USED TO GET TO THE HYBRID MODEL THAT THAT WE HAVE IN FRONT OF US TODAY.

NOW, FINALLY, WE WANT TO TO STRESS SOMETHING THAT'S IMPORTANT IN REFERENCE TO PRINCIPALS HAVING THE AUTHORITY TO TO MAKE BEING MADE RESPONSIBLE FOR MAKING STAFF DECISIONS FOR POSITIONS THAT THEY ALLOCATE AND IN SUPPLEMENT WITH THE BASELINE POSITIONS.

SO WITH THAT, WHAT I'D LIKE TO DO IS, IS SHIFT IT OVER FOR JUST A SECOND TO DR.

SHAWN BIRD TO TALK A LITTLE BIT ABOUT THE DISCRETIONARY FLEXIBLE CAMPUS FUNDING AS WELL, WHICH I THINK IS EXTREMELY IMPORTANT.

AND ONE OF THOSE SHIFTS THAT WE'VE TRIED TO PAY CLOSE ATTENTION TO OVER THE COURSE OF SEVERAL WEEKS, WHICH CHIEF WATTS TALKED ABOUT.

THANK YOU, SUPERINTENDENT HOUSE.

GOOD AFTERNOON, TRUSTEES.

IN ADDITION TO THE BASELINE EXPECTATION BASED ON MODEL, WE ALSO KNOW THAT CAMPUSES ARE ALL THEY HAVE UNIQUE NEEDS AND SO WE WANT TO TALK ABOUT THE DISCRETIONARY AND THE FLEXIBLE FUNDING. SO SOME OF THESE THINGS.

SCHOOLS YOU'RE USED TO SEEING THIS SO TITLE ONE FUNDS FOR EXAMPLE NON- SALARY GENERAL FUNDS MAGNET THOSE THOSE FUNDS ARE YOU'RE SEEING TEACHERS AND PRINCIPALS HAVE THE ABILITY TO DO THINGS LIKE BUY ADDITIONAL TEACHERS TO REDUCE CLASS SIZE.

IF THAT'S A DESIRE OF THE CAMPUS, USE THAT MONEY FOR STUDENT EXPERIENCES AND ENRICHMENT BY MATERIALS AND SUPPLIES, PROVIDE [INAUDIBLE] FOR THEIR FOR THEIR TEACHERS AND ALSO PROVIDE INTERVENTION. SO YOU SEE THAT MAGNET FUNDS HAVE INCREASED FOR NEXT YEAR.

TITLE ONE, FEDERAL FUNDS, WHICH WE'LL TALK ABOUT IN JUST A SECOND OF INCREASE, AND THEN THE ESSER FUNDS, WHICH ARE OBVIOUSLY ONE TIME FUNDS.

SO THAT IS A NEW SOURCE THAT WE WILL ALLOCATE TO CAMPUSES.

NEXT SLIDE. SO THIS IS THIS JUST SHOWS YOU THE SPECIFIC BUCKETS OF FUNDING AND HOW AND HOW MUCH AND WHETHER IT'S RECURRING ONE TIME.

SO YOU SEE THAT THE THE FIRST SEVERAL UP THERE, WEIGHTED GENERAL FUNDING, NON- SALARY, GENERAL FUNDS MAGNET AND CTE AND BILINGUAL.

THOSE ARE RECURRING TITLE ONE FUNDS ARE RECURRING AND THEN THERE ARE SOME TOTALING $135.4 MILLION IN RECURRING FUNDS.

SO THIS IS NOT JUST A ONE TIME THING.

THIS IS WHAT SCHOOLS WOULD RECEIVE, AND IT'S BASED ON A VARIETY OF THINGS.

AS DR. ROSA SAID EARLIER, SOME THINGS YOU FEDERAL FUNDS OFTEN HAVE STRINGS ATTACHED TO HOW YOU CAN USE THEM. THAT THAT REMAINS TRUE FOR FEDERAL FUNDS, SOME POCKETS OF FEDERAL FUNDING, AND THEN THERE'S $112 MILLION THAT WOULD BE ONE TIME FUNDING, AND THAT'S TO HELP WITH THE TRANSITION TO A NEW MODEL.

AND SO THIS DOES REFLECT THE ESSER FUNDS THAT WILL BE PROVIDING REFLECTS A $50 MILLION INCREASE AND CAMPUS DISCRETIONARY FUNDING ACROSS THE SCHOOL DISTRICT, AND THAT'S PLANNED FOR THE 22-23 SCHOOL YEAR.

NEXT SLIDE. SO WE'VE TALKED ABOUT HOW DO WE WHAT DOES WHAT DOES IT MEAN FOR WEIGHTED FUNDING FOR US? SO WE KNOW THAT STUDENTS AT CAMPUSES HAVE DIFFERENT NEEDS AND OUR RESEARCH AND EVALUATION TEAM HAS IDENTIFIED SOME FACTORS, SOME RISK FACTORS THAT SCHOOLS HAVE. THERE ARE 14 INSTITUTIONAL BARRIERS AND 7 SOCIAL BARRIERS, AND THESE ARE THINGS LIKE PRINCIPAL TURNOVER, THE PERCENTAGE OF HOMELESS STUDENTS THAT ARE ON A CAMPUS, THE PERCENTAGE OF STUDENTS AND IN PUBLIC HOUSING, THE UNEMPLOYMENT RATES IN AN AREA, THE LEVEL OF CHILD POVERTY.

SO WE LOOK AT THE PERCENTAGES OF THOSE THOSE DIFFERENT BARRIERS, AND THEN WE CONVERT THEM FROM A NEGATIVE TWO TO A POSITIVE TWO.

[03:00:04]

NEGATIVE TWO IS THE MOST IMPACTED.

SO YOU SEE THAT'S THE TIER THREE.

SO THAT'S THE MOST IMPACTED CAMPUSES.

AND AND THEN IT GOES TIER ONE AND TIER TWO ARE LESS IMPACTED, BUT EVERY SCHOOL IN THE DISTRICT WILL QUALIFY FOR ADDITIONAL FUNDING BASED UPON THESE CHARACTERISTICS.

SO YOU CAN SEE THERE THAT YOU CAN SEE THE PER DOLLAR PER STUDENT ALLOCATION FOR ESSER FUNDING AND THE TOTAL FUNDS FOR ESSER, AND THEN THE PER DOLLAR PER STUDENT FUNDING FOR THE STATE COMP ED FUNDING.

SO THESE ARE ADDITIONAL FUNDS THAT SCHOOLS WILL HAVE TO USE AND THEY CAN DO THINGS LIKE BUY ADDITIONAL TEACHERS, THEY CAN USE THEM FOR PROFESSIONAL DEVELOPMENT, ENRICHING STUDENT EXPERIENCE. BUT THAT'S THOSE ARE ADDITIONAL FUNDS THAT ARE ABOVE AND BEYOND THE BASELINE EXPECTATION THAT THAT SCHOOLS WILL RECEIVE.

NEXT SLIDE. I'M TURNING THIS OVER TO DR.

WATTS.

THE PRINCIPALS ARE RECEIVING THE CHANGES.

THERE'S A POSITIVE OUTLOOK AND ENCOURAGEMENT TO KEEP THE UPDATES COMING TO PRINCIPALS ACROSS THE DISTRICT.

IF YOU'LL GO TO THE NEXT SLIDE, YOU'LL SEE THE PRINCIPAL FROM FRAGA MIDDLE COLLEGE.

I WANT TO HIGHLIGHT HERE THE WORK THAT MY OFFICE HAS DONE TO REALLY SIT SIDE BY SIDE WITH EACH PRINCIPAL. WE DO KNOW THAT THIS IS A CHANGE AND IT HAS IMPACT AND WE JUST CAN'T HAND IT TO PEOPLE AND EXPECT THEM TO INTERPRET.

SO THE CHARGE FROM MY OFFICE WAS TO SIT SHOULDER TO SHOULDER AS A THOUGHT PARTNER.

AND AS YOU CAN SEE IN THIS PARTICULAR COMMENT FROM THE PRINCIPAL AT FRAGA MIDDLE COLLEGE, HE'S ACKNOWLEDGING THAT AFTER THE MEETING TODAY, WHAT DR.

PAUL SAID, MR. CHANCELLOR AND THE BUDGET TEAM, HE FEELS MORE COMFORTABLE AND HE IS READY TO MOVE FORWARD.

AS YOU CAN SEE ON THE NEXT SLIDE, THE PRINCIPAL AT WISDOM HIGH SCHOOL IS ALSO EXPRESSING I WAS A BIT NERVOUS ABOUT THIS MOVE FROM THE PUA MODEL AS A NEW HIGH SCHOOL PRINCIPAL.

HOWEVER, AFTER RECEIVING MY ALLOCATIONS ON WEDNESDAY AND HAVING SOME SUPPORT AND WORKING THROUGH THE COMPLEXITIES AND THE FLEXIBILITY WITH THE HIGH SCHOOL OFFICE, I NOW FEEL READY AND MY STUDENTS WILL HAVE WHAT THEY NEED.

YOU CAN ALSO SEEK KNOWLEDGE FROM THIS PRINCIPAL THAT WE DID LISTEN.

HE'S SAYING THANK YOU FOR LISTENING TO THE HIGH SCHOOL OFFICE AD HOC RECOMMENDATIONS.

IF YOU'LL GO TO THE NEXT SLIDE, JUST ANOTHER EXAMPLE FROM CHAVEZ HIGH SCHOOL.

AGAIN, JUST ACKNOWLEDGING THE WORK THAT WE'RE DOING TO ENSURE EQUITABLE RESOURCES ACROSS CAMPUSES AND MAKING SURE THAT WE'RE GIVING THE PRINCIPALS TRANSITION TIME AND THE TRANSPARENCY IN WHICH WE'VE HAD IN TRYING TO DO THIS.

IF YOU'LL GO TO THE NEXT SLIDE.

SO AS WE MOVE INTO THE NEXT SERIES OF SLIDES, I WANTED TO PROVIDE YOU ALL WITH AN ORIENTATION TO WHAT YOU'LL SEE.

THE ALLOCATION, THE STAFFING AND BUDGET ALLOCATIONS FOR EVERY SCHOOL ACROSS HISD ARE LINKED ON OUR STRATEGIC PLAN WEBSITE.

WE INVITE THE COMMUNITY, OUR TRUSTEES, PARENTS TO DIVE INTO THOSE.

BUT IN DOING SO, JUST LOOKING AT THIS AS AN ORIENTATION FOR EVERY SCHOOL, YOU'LL SEE A SCHOOL OVERVIEW THAT'S SIMPLY THE DEMOGRAPHIC INFORMATION FOR THE SCHOOL.

THE NEXT SECTION OF THE FORM BASICALLY PROVIDES THE STUDENT ENROLLMENT.

YOU'LL GET AN IDEA BY GRADE LEVEL WHAT EACH SCHOOL, THE DEMOGRAPHICS OF STUDENTS.

AND THEN ON THIS LEFT SIDE, YOU'LL ALSO SEE THE DISCRETIONARY FUNDING YOU'VE HEARD THIS REFERRED TO EARLIER TODAY, BUT YOU'LL SEE A VARIETY OF DIFFERENT BUCKETS OF MONEY TO INCLUDE NON SALARY WEIGHTED FUNDING.

THE MAGNET ALLOCATION, IF APPLICABLE, IS HERE THE BILINGUAL ALLOTMENT.

I THINK THAT WAS AT $80 PER BILINGUAL STUDENT IN EACH SCHOOL.

THE ESSER FUNDING BOTH DOLLARS THAT ARE SPECIFIED FOR TUTORING, FOR HOUSE BILL, FOR HB 45 45 AND ALSO THE SCHOOLS TITLE ONE ALLOCATION.

WHEN WE REFER TO THE HYBRID MODEL, THIS WHAT YOU SEE ON THE LEFT SIDE, AT THE BOTTOM IS

[03:05:02]

THE DISCRETIONARY FUNDING.

AND IN MOST CASES, PRINCIPALS HAVE THE OPPORTUNITY TO USE THAT MONEY AS THEY SEE FIT.

AS YOU MOVE AROUND EACH SCHOOL SHEET, YOU'LL SEE THE BASELINE STAFFING ALLOCATION.

THIS IS BROKEN UP INTO THREE COLUMNS.

THE SNAPSHOT IS REFERRING TO WHAT WAS CAPTURED AT THE SCHOOL IN JANUARY 2022.

SO WHATEVER POSITIONS EXISTED AT THE SCHOOL AT THAT MONTH AND AT THE PERIOD OF TIME IN WHICH THAT WAS CALCULATED, THAT IS WHAT THAT FIRST COLUMN REPRESENTS.

AND THEN YOU'LL SEE THE NEW ALLOCATION IN THE SECOND COLUMN AND BE ABLE TO SEE THE CHANGE, EITHER POSITIVE OR NEGATIVE FOR EACH CAMPUS.

YOU'LL ALSO NOTE IN THIS AREA, FIXED AND THE FLEXIBLE POSITIONS AND NOTICE TO THE INCLUSION OF ART, MUSIC AND PE, ALL OF THE TEACHER ALLOCATIONS FALL IN THIS PARTICULAR PART OF THE SHEET AND THEN AT THE BOTTOM YOU'LL SEE OTHER POSITIONS BUT MOST OF THOSE ARE PAID FOR OUT OF ESSER FUNDING, THE ALLOCATION OF WRAPAROUND SPECIALISTS, INTERVENTION SPECIALISTS AND INSTRUCTIONAL TECHNOLOGY SUPPORT.

SO AT THIS TIME, WE'LL GO THROUGH JUST A FEW SHEETS.

OBVIOUSLY, I CANNOT HIT ALL 280 SCHOOLS IN THE DISTRICT, BUT HOPEFULLY WE'LL BE ABLE TO GIVE YOU SOME INSIGHT TO HOW THIS LANDS IN A PARTICULAR SCHOOL.

THE SCHOOL THAT I'M REFERRING TO, FIRST OF ALL, AS CROCKETT ELEMENTARY SCHOOL, AS YOU CAN SEE, IT HAS A PROJECTED ENROLLMENT OF ABOUT 533 STUDENTS.

IF YOU GO TO THE BOTTOM, THIS PARTICULAR SCHOOL WILL BE RECEIVING ABOUT $804,000 IN DISCRETIONARY FUNDING.

AGAIN, THOSE DOLLARS CAN BE USED TO PURCHASE ADDITIONAL TEACHERS TO DO INNOVATION IN A IN A PARTICULAR SCHOOL.

THESE ARE THE FLEXIBLE DOLLARS THAT THAT PRINCIPALS STILL HAVE AT THEIR DISCRETION.

IF YOU MOVE OVER, YOU CAN SEE THAT AT THIS PARTICULAR SCHOOL, BASED ON THE ENROLLMENT AND THE RATIOS, YOU WILL SEE A REDUCTION OF A TEACHER.

THIS IS NOT A PANACEA.

WE DID IT STRICTLY BY THE RATIOS UNLESS THERE WAS A DISCRETIONARY ALLOCATION.

SO THIS PARTICULAR SCHOOL WILL BE LOSING A TEACHER, BUT AGAIN, CAN USE THE DISCRETIONARY FUNDING IF THEY SO CHOOSE TO ADD THAT TEACHER BACK, THIS PARTICULAR SCHOOL IS SEEING AN INCREASE OF A LIBRARY MEDIA SPECIALIST, THAT THEY HAVE NOT HAD AN INCREASE OF A COUNSELOR AND ALSO INCREASE IN INFORMATION AND TECHNOLOGY SUPPORT.

IF YOU'LL GO TO THE NEXT SLIDE, YOU CAN GET ANOTHER JUST INSIGHT INTO HOW THIS LANDS IN AN EARLY CHILDHOOD CENTER, BASICALLY FOLLOWING THE SAME PATTERN AS BEFORE.

YOU CAN SEE THIS PARTICULAR SCHOOL HAS ABOUT $836,000 IN DISCRETIONARY FUNDING.

AGAIN, THE PRINCIPAL HAS THE FLEXIBILITY TO USE THIS AS HE OR SHE SEES FIT.

YOU SEE HERE AGAIN, A REDUCTION OF A TEACHER, BUT IN THIS PARTICULAR CASE, AN INCREASE OF NON TEACHER ASSISTANCE, WHICH WE THINK IS A HUGE WIN AND GETTING TOWARDS THAT THAT RATIO IN PRE-K AND INCREASE OF A COUNSELOR AND INCREASE OF LIBRARY MEDIA SPECIALISTS AND ALSO AN INCREASE OF TECHNOLOGY SUPPORT.

MOVING NEXT, AGAIN, JUST TRYING TO PROVIDE A VARIETY.

I CHOSE THIS PARTICULAR SCHOOL BECAUSE IT'S NOT ONLY A MAGNET SCHOOL, IT'S ALSO A SMALL SCHOOL AND IT'S A K-8 SCHOOL.

THIS HAS DIFFERENT IMPACTS DEPENDING ON THE CONFIGURATION OF THE SCHOOL.

BUT IN THIS PARTICULAR CASE, THIS SCHOOL IS RECEIVING $584,000 IN DISCRETIONARY FUNDING.

THE SCHOOL WILL EARN A LIBRARY MEDIA SPECIALIST, WHICH THEY HAVE NOT HAD IN THE PAST.

IT IS AN INCREASE FOR THIS PARTICULAR CAMPUS OF THREE TEACHERS AND TWO TEACHER ASSISTANTS. THIS SCHOOL, FOR ITS MIDDLE SCHOOL POPULATION WILL GET A COUNSELOR AND A COLLEGE CAREER ADVISOR.

AND ALSO AGAIN, THE INCREASE IN INFORMATION AND TECHNOLOGY SUPPORT.

THE LAST SCHOOL THAT I'LL SHARE WITH YOU IS A HIGH SCHOOL, MILBY HIGH SCHOOL IN PARTICULAR. THIS SCHOOL IS RECEIVING $2.9 MILLION IN DISCRETIONARY FUNDING.

THIS IS A VERY THIS SCHOOL MEETS MANY OF THE AT RISK FACTORS.

SO THE WEIGHTED STUDENT STAFFING MONEY IS APPLICABLE HERE, WHICH IS WHY YOU SEE THAT LARGE THAT THAT DOLLAR AMOUNT THERE.

THIS SCHOOL IS GETTING A REDUCTION OF AN ASSISTANT PRINCIPAL BASED ON THE RATIO AND INCREASE HOWEVER OF 11 TEACHER POSITIONS WHICH WILL LOWER CLASS SIZE AT THAT SCHOOL.

AN INCREASE OF TWO COUNSELORS AND FIVE COLLEGE ADVISORS TO SUPPORT OUR STUDENTS IN THEIR TRANSITION IN HIGH SCHOOL TO MAKE SURE THAT WHEN THEY LEAVE 12TH GRADE, THEY'RE READY AND PREPARED TO MOVE ON TO A POST SECONDARY OPPORTUNITY.

AND AT MILBY HIGH SCHOOL NEXT YEAR.

THEY WILL ALSO HAVE AN INCREASE OF TWO INFORMATION TECHNOLOGY SUPPORT POSITIONS.

OH, I DID INCLUDE ONE MORE AND IT'S PATRICK HENRY MIDDLE SCHOOL.

I THINK AT THIS POINT YOU COULD PROBABLY FOLLOW THE EXPLANATION THAT I'VE USED ON PREVIOUS SLIDES.

[03:10:01]

WHAT I WANTED TO HIGHLIGHT IN THIS PARTICULAR CASE IS THIS IS ONE OF OUR TRANSFORMATION SCHOOLS. SO YOU'LL SEE THERE'S AN ADDED BOX AT THE BOTTOM.

AND BECAUSE THIS IS A TRANSFORMATION SCHOOL, IT WILL RECEIVE AN ADDITIONAL ALLOCATION OF AN ASSISTANT PRINCIPAL, AN ADDITIONAL ALLOCATION OF TWO COUNSELORS, AND AN ALLOCATION OF TWO TEACHER SPECIALISTS.

AGAIN, I WANT TO JUST HIGHLIGHT FOR THE PUBLIC AND OUR TRUSTEES.

IF YOU'D LIKE TO TAKE A DEEPER DIVE INTO THESE SHEETS, YOU CAN VISIT THE WEBSITE.

THERE'S AN ALLOCATION SHEET FOR EACH SCHOOL IN HISD.

AND IF I MAY ADD JUST QUICKLY DR.

WATTS, I THINK IT'S IMPORTANT HIGHLIGHTING THAT WE HAVE, AT LEAST NOT IN MANY, MANY YEARS OF MAYBE NEVER HAVE NEVER ACTUALLY PUBLICLY SHARED ALL OF THESE ALLOCATIONS FOR CAMPUSES.

SO WE'RE TRYING TO REALLY FOSTER TRANSPARENCY, SHOWING YOU NOT JUST THE POSITIONS, NOT JUST THE GENERAL FUNDS, BUT THE OTHER FUNDING SOURCES, WHICH TYPICALLY ARE NOT AVAILABLE OR EASILY ACCESSIBLE TO THE PUBLIC.

SO WE WANT EVERYONE TO BE ABLE TO GO TO ANY CAMPUS IN THE DISTRICT HERE AND SEE EXACTLY WHAT THEY'RE GETTING. THANK YOU, CHIEF WATTS.

THANK YOU, DEPUTY CHIEF CRUZ AS WELL.

I'D LIKE TO PASS IT OVER TO CHIEF REED TO TALK A LITTLE BIT ABOUT THE DEFICIT AS AS WE KNOW IT AT THIS TIME.

CHIEF REED. GOOD AFTERNOON.

EXCUSE ME. NEXT SLIDE, PLEASE.

I JUST I WANTED TO ASK THIS QUESTION FROM THE BEGINNING OF THE PRESENTATION, BECAUSE WE AS TRUSTEES HAVE TO MAKE THIS DECISION.

CAN WE HAVE A GUIDING QUESTION WITH THIS BUDGET IS HOW IS THIS FAIR? LIKE AFTER EVERYONE SPEAKS, LIKE, I'D LIKE TO KNOW HOW YOU'VE PRESENTED THIS PLAN, BUT HOW IS IT FAIR? HOW IS IT FAIR FOR OUR KIDS? RIGHT. WE TALKED THE PRESENTER BEFORE SAID, HEY, THESE DOLLARS ARE SUPPOSED TO HAVE OUTCOMES. AGAIN, HER WORDS, NOT MINE, ARE TIED TO THEM.

SO THAT'S WHAT I'M LOOKING FOR, IS HOW IS THIS FAIR? HOW IS THIS GOING TO HELP IMPROVE THE LIVES OF OUR STUDENTS AND OUR COMMUNITY AND OUR SCHOOLS? THANK YOU.

SO WHAT WE WANT TO DO IS SHOW SOME CHANGES WE PRESENTED AT THE LAST MEETING.

SO WE SHOWED THE WHERE WE KIND OF STARTED BACK ON MARCH 3RD WAS $186 MILLION BUDGET DEFICIT. RIGHT.

AND THEN AT THE LAST WORKSHOP, WE TALKED ABOUT $60 MILLION IN CENTRAL OFFICE REDUCTIONS.

RIGHT. SO WE WANTED TO REFLECT THAT IN HERE TO SHOW THAT WE'VE GOT $60 MILLION OF REDUCTIONS. WE'VE BEEN DIGGING INTO VACANCY RATES, LOOKING AT HISTORICAL VACANCY RATES TO TRY TO SEE WHERE WE REALLY THINK FOR 22-23, WE MIGHT HAVE SOME SAVINGS IN ADDITIONAL POSITIONS. WE'RE WE STILL ARE GOING TO HAVE VACANCIES NEXT YEAR.

RIGHT. IT'S JUST GOING TO IT'S JUST GOING TO OCCUR.

SO WE THINK THAT NEXT YEAR THAT WE'RE PROBABLY GOING TO HAVE AT LEAST ANOTHER $30 MILLION IN DOLLARS JUST NOT SPENT BECAUSE OF VACANCIES AND TRYING TO FILL THEM NEXT YEAR.

SO WHAT THAT DOES IS THAT REDUCED THAT REDUCES WHAT WE WOULD EXPECT NEXT YEAR IN DEFICIT.

SO AND THAT $30 MILLION IS THAT'S NOT CONSERVATIVE THAT'S REALLY TAKEN OUR VACANCY RATE FROM EXPECTING $30 MILLION AND FILE OUT UP TO $60.

SO THAT'S A PRETTY BIG NUMBER.

SO IT'S NOT A IT'S NOT A CONSERVATIVE NUMBER AT ALL.

I THINK IT'S SOMETHING THAT'S NOT.

NOT UNATTAINABLE, BUT IT'S IT'S DEFINITELY A KIND OF A LITTLE BIT OF A REACH.

SO I THINK IT'S I THINK IT'S ATTAINABLE.

AND OF COURSE, THIS DOES NOT NOT REFLECT THE.

OUR RECAPTURE PAYMENT IN THE DEFICIT.

WE JUST WE KIND OF TAKE THAT OUT TO LOOK AT REALLY APPLES AND APPLES.

AND THE APPROPRIATIONS ARE ADJUSTED TO REFLECT LOWER EXPENDITURES BECAUSE OF UNSPENT DOLLARS. ALSO JUST ONE THING, JUST SO YOU ALL HAVE THIS NUMBER KIND OF IN YOUR HEADS.

FOR EVERY 1000 KIDS THAT WE EITHER LOSE OR GAIN.

IT'S ABOUT ABOUT $8 MILLION.

RIGHT. SO WE GAIN 1000 KIDS.

$8 MILLION TO THE BUDGET.

LOSE LOSE 1000 KIDS.

IT'S AN $8 MILLION LOSS TO THE TO THE BUDGET.

OF COURSE, YOU KNOW, WE GAIN 8000 KIDS.

THERE'S POSITIONS WE ALLOCATE TO SCHOOLS AS WE'VE GAINED KIDS.

AND, YOU KNOW, THERE COULD BE ADDITIONAL TRANSPORTATION COSTS.

SO THERE'S THERE'S COSTS TO GO ALONG WITH THAT.

BUT JUST SO YOU ALL HAVE THAT NUMBER IN YOUR HEAD.

BUT YOU CAN YOU CAN REFER TO.

NEXT SLIDE, PLEASE. SO WITH THAT BEING SAID, WITH THE DEFICIT DROPPING TO WHAT WE THINK RIGHT NOW IS FROM ON THE EXPENDITURE SIDE OF DROPPING DOWN TO $106 MILLION DEFICIT, WE'VE STILL GOT THE $50 MILLION IN IDC FUNDS.

THE BUDGET DEFICIT BUDGET SURPLUS REMAINDER IS $56 MILLION TO GET TO $106.

SO THAT WOULD COME OUT OF OUR JUST OUR GENERAL FUND FUND BALANCES.

THE ONE THING I DID WANT TO LET YOU ALL KNOW NOW, THOUGH, IS THAT $243 THAT BEGINNING

[03:15:03]

BALANCE IS GOING TO GO UP.

ONE I'M SURE YOU ALL YOU ALL SAW THE ANNOUNCEMENT ABOUT THE HOLD HARMLESS.

FOR THIS YEAR FROM FROM THE STATE.

SO WE'RE WORKING ON GETTING THOSE CALCULATIONS AND WE'RE STARTING TO SEE TEMPLATES WHERE WE CAN START ESTIMATING THAT.

SO THAT WILL GO UP.

AND THEN WE ARE LOOKING AT WHAT THE THE VACANCY RATE FALLOUT FROM THESE FREEZES THAT WE'RE DOING IS GOING TO ADD SO THAT $243 WILL ACTUALLY GO UP.

SO I THINK WE'LL BE IN A GOOD PLACE GOING INTO NEXT YEAR FROM FROM A FUND BALANCE PERSPECTIVE AND USE THE FUNDAMENTAL PERSPECTIVE I THINK WILL BE FINE GOING INTO NEXT YEAR. NOW I'LL TURN IT BACK OVER TO MR. HOUSE. THANK YOU, CHIEF REED.

SO SO WITH THAT SAID AND ALL THE INFORMATION THAT YOU'VE HEARD IN TODAY'S PRESENTATION, I'D LIKE TO LEAVE YOU WITH SOME SPECIFIC TAKEAWAYS.

IF THERE'S ANY ANYTHING WE'D LIKE FOR YOU TO TAKE AWAY, I'D LIKE TO TAKE AWAY THESE FEW THINGS.

OUR MOST, OF COURSE, UPDATED BUDGET FORECAST SHOWS THAT WE WERE TO NOT MAKE ANY CHANGES OR IF WE WEREN'T TO MAKE ANY CHANGES TO THE WAY THAT WE CURRENTLY OPERATE TODAY.

NO SALARY INCREASES, NO ANYTHING, ANYTHING.

THE ESTIMATED BUDGET DEFICIT FOR NEXT YEAR IS $109 MILLION.

BY IMPLEMENTING THE STRATEGIC PLAN, WE ACTUALLY DECREASE OUR DEFICIT BY $3 MILLION TO $106 MILLION.

ALTHOUGH THERE IS AN INCREASE OF $83 MILLION DUE TO THE PROPOSED COMPENSATION PACKAGE, THE INCREASE IS ABLE TO BE OFFSET BY THE $60 MILLION IN SAVINGS DUE TO CENTRAL OFFICE CUTS AND $26 MILLION IN SAVINGS DUE TO THE REDUCED COSTS OF THE HYBRID MODEL.

IN SHORT, IN THE SHORT TERM, WE WILL COVER THE DEFICIT THROUGH A COMBINATION OF $56 MILLION FROM FUND BALANCE AND $50 MILLION IN ESSER AND DIRECT COSTS, AS I MENTIONED, IN IN THE OPENING WITH THE IMPLEMENTATION OF THE STRATEGIC PLAN, THE AMOUNT OF OF FUNDING ALLOCATED TO CAMPUS LEVEL EXPENDITURES NEXT YEAR WILL INCREASE BY $107 MILLION, $30 MILLION IN ALLOCATIONS OF GENERAL FUNDS, $27 MILLION IN ALLOCATIONS OF TITLE ONE FUNDS AND AND $50 MILLION IN ALLOCATIONS IN REFERENCE TO ESSER FUNDS.

EVEN WITH THE COST REDUCTION MEASURES IN THE PLAN, WE KNOW THAT WE WILL STILL HAVE TO MAKE SOME DIFFICULT DECISIONS IN THE FUTURE.

THE DISTRICT WILL CONVENE A COMMITTEE THIS SUMMER TO EXAMINE THE BEST WAYS TO ADDRESS THE STRUCTURAL DEFICIT IN ORDER TO MAKE RECOMMENDATIONS TO MYSELF AND THE BOARD AND AND ACT UPON THIS IN THE SPRING OF 2023.

WE WILL BE ABLE TO BE CONDUCTING A STUDY TO EXPLORE SCHOOL RESTRUCTURING AND IN AN EFFORT TO EXPLORE ALL AVENUES IN DEVELOPING A SUSTAINABLE BUDGET FOR THE FUTURE.

NEXT SLIDE, PLEASE. WELL, OF COURSE, THOSE KEY FINANCIAL TAKEAWAYS ARE CRITICAL FOR ALL OF US TO UNDERSTAND.

I THINK WE NEED TO REALLY REFOCUS ON A BROADER PICTURE OF OF THIS STRATEGIC PLAN AND AND WHAT WE'RE TRYING TO ACCOMPLISH FOR THE DISTRICT TOGETHER FOR FOR THE FIRST TIME IN YEARS, THIS DISTRICT HAS A PLAN TO DO A FEW DIFFERENT THINGS.

NUMBER ONE, FINALLY AND STRUCTURALLY ADDRESS THE COHORT OF PERSISTENTLY UNDER PERFORMING SCHOOLS. ON TOP OF THAT, EXPAND PRE-K OFFERINGS ACROSS OUR COMMUNITIES, AS WELL AS MOVING FORWARD TO PAY TEACHERS AND STAFF AND ADMINISTRATORS COMMENSURATE WITH THE VALUE THAT THEY BRING TO OUR DISTRICT.

WE'LL ALSO HAVE THE OPPORTUNITY TO RIGHT SIZE A BUDGET THAT HAS BEEN MISMANAGED OVER A PERIOD OF SEVERAL YEARS.

FOR THE FIRST TIME IN MANY YEARS, THE DISTRICT HAS A PLAN TO DO A FEW OTHER THINGS AS WELL. EXPAND MAGNET OFFERINGS ACROSS OUR COMMUNITIES AND ESPECIALLY IN THOSE MAGNET DESERTS AS WE'VE DESCRIBED.

WE ALSO WILL HAVE THE OPPORTUNITY TO PROVIDE A BASELINE EXPERIENCE FOR EVERY STUDENT IN EVERY HISD SCHOOL OR CAMPUS, NO MATTER THEIR NEIGHBORHOOD, WHILE STILL PRESERVING THE AUTONOMY OF CAMPUS LEADERS.

WE'LL ALSO HAVE THE OPPORTUNITY TO REBUILD THE TRUST THAT HAS BEEN LOST WITH WITH THE COMMUNITY IN RECENT YEARS AND ENSURE EVERY KID IS BEING TAUGHT FROM A HIGH QUALITY CURRICULUM BY QUALIFIED TEACHERS.

FOR THE FIRST TIME IN MANY YEARS, THE DISTRICT HAS A PLAN TO FINALLY ADDRESS THE LONG TERM STRUCTURAL ISSUES THAT HAVE PLAGUED THE DISTRICT FOR WAY TOO LONG.

AS AS WE'VE DONE SINCE THE BEGINNING OF MY TENURE AS SUPERINTENDENT HERE IN HISD, WE ARE

[03:20:07]

GOING TO CONTINUE TO ENGAGE THE COMMUNITY IN THIS PROCESS, BECAUSE THEIR VOICES IS EXTREMELY IMPORTANT AND HAS HAS REALLY SHAPED THIS PLAN.

AND IT'S THEIR VOICE THAT THAT WE MUST CONTINUE TO TO SEEK OUT THROUGH THIS PROCESS.

THAT'S WHY TODAY WE'RE ANNOUNCING A STRATEGIC PLAN TOWN HALL SERIES THAT WILL TOUCH EVERY TRUSTEES DISTRICT.

WE WILL HOST TEN TOWN HALL MEETINGS OVER THE COURSE OF THE NEXT 10 TO 12 WEEKS, WHERE FAMILIES AND COMMUNITIES WILL RECEIVE SPECIFIC INFORMATION ABOUT THE BENEFITS AND CHANGES THAT WILL IMPACT THEIR LOCAL SCHOOLS AND STUDENTS.

THEY'LL HAVE THE OPPORTUNITY TO PARTICIPATE AND BE ABLE TO VOICE, SUPPORT OR OPPOSITION TO SPECIFIC COMPONENTS OF THE PLAN.

ASK QUESTIONS, AS WE DID IN OUR LISTEN AND LEARNS ABOUT THE IMPACTS TO THEIR SCHOOLS AND SHARE THEIR CONCERNS.

THEY'LL ALSO HAVE THE OPPORTUNITY TO SEE THE LOGISTICAL DETAILS THAT WILL BE SHARED WITH TRUSTEES IN THE COMING DAYS, BUT WILL INCLUDE AT LEAST ONE MEETING IN EACH DISTRICT AS AS WELL AS A DEDICATED MEETING FOR MAGNET SCHOOLS OR SCHOOLS OF CHOICE.

FOLLOWING THIS PROCESS, THE OFFICE OF ENGAGEMENT WILL PREPARE A REPORT ON FINDINGS OF THE TOWN HALLS AND SHARE THAT REPORT WITH EACH OF YOU AS TRUSTEES.

FINALLY, WE LOOK FORWARD TO CONTINUING THE DIALOG WITH THE COMMUNITY AND SHARING THE OUTCOMES OF THAT DIALOG WITH THE BOARD AND AT THE CONCLUSION OF OUR MEETINGS.

SO AT THIS TIME.

PRESIDENT CRUZ, I'D LIKE TO TO YIELD THE REST OF MY TIME TO YOU.

THANK YOU SO MUCH, SUPERINTENDENT [INAUDIBLE] AND TO YOUR ENTIRE STAFF AND JUST WANT TO SAY A BIG THANK YOU FOR THOSE BINDERS.

IT LOOKS LIKE I HAVE MY HOMEWORK CUT OUT THIS WEEKEND.

APPRECIATE WHOEVER TOOK THE TIME TO PUT THOSE TOGETHER.

LOOKING FORWARD TO LOOKING TO THAT RESEARCH.

SO, TRUSTEES, I SEE A LOT OF YOU IN THE QUEUE.

PLEASE BE MINDFUL OF THE TIME.

WE HAVE THE TIME CONSTRAINTS FOR A REASON AND LET'S BE RESPECTFUL BECAUSE I KNOW A LOT OF US HAVE QUESTIONS AND IT'S ALREADY 5 P.M.

TRUSTEE SANTOS.

TRUSTEE DEIGAARD. THANK YOU.

SO SPECIFICALLY LOOKING ON PAGES 41 AND 10, AND I KEEP ASKING THIS QUESTION AND I'M ACTUALLY REALLY GOOD AT MATH.

SO THE PERCENTAGE OF NON FEDERAL DOLLARS, SO LOCAL AND STATE, WE DON'T REALLY GET ANY LOCAL OR DON'T REALLY GET ANY STATE DOLLARS ANYMORE, THAT SCHOOLS WILL HAVE AT THEIR DISCRETION IS 3.62%.

THAT IS NOT A PER PUPIL ALLOCATION SYSTEM.

THAT IS A FULL TIME EQUIVALENT STAFFING MODEL SYSTEM.

WHEN SUCH A SMALL PERCENTAGE IS ALLOCATED, IF IT WALKS LIKE A DUCK, IF IT QUACKS LIKE A DUCK, IT'S A DUCK.

SO I HONESTLY BELIEVE THAT YOU ALL THINK THAT THIS IS A HYBRID MODEL.

IT IS NOT. SO LET'S AT LEAST BE HONEST ABOUT WHAT IT IS AND WHAT IT ISN'T.

LET'S AT LEAST START THERE.

QUESTION I HAVE WAS HOW MUCH WILL THE MODEL SAVE WHAT YOU WERE CUTTING AT THE CAMPUS LEVEL? SO THIS WAS ON PAGE 59, YOU WERE CUTTING $26 MILLION.

TRUSTEE DEIGAARD I'D LIKE TO ANSWER YOUR FIRST QUESTION.

I KNOW IT'S MORE OF A STATEMENT, BUT I'D LIKE TO CONFIRM WITH OUR THIS IS SOMETHING THAT WE TALKED ABOUT VERSUS IT BEING YOU SAID 3.

62%. BUT I REMEMBER COLLECTIVELY CHATTING ABOUT THIS AND, GLENN, WE TALKED ABOUT IT BEING CLOSER TO 10%.

SO I'M LOOKING UNDER 10%.

YES. SO LET'S CLEAR THIS UP.

I AM LOOKING ON PAGE 41.

DOES THE 10% INCLUDE ESSER.

SALARY, GENERAL FUNDS, MAGNET FUNDS, NON SALARY, CTE FUNDS AND BILINGUAL FUNDS.

AND OUR REVENUES ARE APPROXIMATELY $2 BILLION.

CORRECT. [INAUDIBLE] SO YOU'RE DOING IT OFF OF REVENUES? CORRECT. YES. THE JUST UNDER 10% IS BASED OFF OF THE MODEL, WHAT WE'RE ALLOCATING TO THE MODEL. SO THE OH, I WANT TO KNOW HOW MUCH OF OUR TOTAL REVENUES ARE ALLOCATED AT DISCRETION TO CAMPUSES.

OK YEAH, I DON'T HAVE THAT NUMBER.

YEAH. [INAUDIBLE] RIGHT.

YEAH. SORRY. I WAS THINKING TO THE, TO THE MODEL.

OK SO COST CUTTING PAGE 59, YOU'RE CUTTING $26 MILLION

[03:25:06]

TO THE CAMPUSES.

THAT'S HOW YOU'RE SAVINGS BY SWITCHING FROM A WEIGHTED STUDENT FUNDING TO A STAFFING MODEL. WHAT IS BEING LOST ON CAMPUSES THAT'S REFLECTED IN THAT $26 BILLION? I'M HEARING CTE PROGRAMS ARE GETTING CUT AND PRE K TEACHING ASSISTANTS ARE BEING CUT AND AND SO WHAT WHAT IS BEING CUT AT CAMPUSES? AND I THINK THAT'S ONE OF THE OPPORTUNITIES THAT WE WE HAVEN'T DONE IN THE PAST.

SO TRUSTEES AND COMMUNITY HAVE THE ABILITY TO GO IN AND TAKE A CLOSE LOOK AT INDIVIDUAL CAMPUSES, BOTH IN YOUR DISTRICT AND OUTSIDE OF YOUR DISTRICT, TO SEE EXACTLY WHAT THOSE ALLOCATION SHEETS LOOK LIKE.

AND TO ALSO TAKE A LOOK AT WHAT THE THE FLEXIBLE FUNDING CAN LOOK LIKE AS WELL KNOW.

SO YOU ALL HAVE EVALUATED THE IMPACT ON CAMPUSES, CORRECT? YOU ALL KNOW WHAT'S GOING TO BE LOST ON CAMPUSES BEFORE YOU BROUGHT THIS TO US.

SO I WANT TO UNDERSTAND WHAT YOUR UNDERSTANDING IS OF WHAT SCHOOLS ARE CUTTING.

AND LIKE I SAID, YOU'LL YOU'LL SEE MORE INSTANCES WHERE THAT BASELINE OPPORTUNITY WILL PROVIDE SERVICES AND SUPPORTS.

AND I WANT TO REITERATE THAT THERE'S OPPORTUNITIES OVER AND OVER AND OVER, AS YOU'LL SEE IN THE ALLOCATION SHEETS, THAT, YES, IT MAY SHOW THE LOSS OF A PARTICULAR PROGRAM, BUT A SCHOOL HAS THE ABILITY TO TO MAKE THAT CONSCIOUS CHOICE TO BRING A TEACHER OR PROGRAM BACK WITH THE FLEXIBLE FUNDS THAT ARE ON THE TABLE AS WELL.

BUT WHAT ARE THE CUTS THAT ARE REFLECTED IN THE $26 MILLION? SO CHIEF DEPUTY SUPERINTENDENT CRUZ, IF YOU DON'T MIND ELABORATING ON IT.

SO JUST TO CLARIFY, AGAIN, IT'S IMPORTANT, GO TO THE THIRD POINT.

SO IF WE'RE JUST LOOKING AT GENERAL FUNDS, YOU ARE CORRECT THAT THERE IS A $25.9 MILLION REDUCTION IN THE CAMPUSES, BUT AGAIN, THAT'S OFFSET BY A $55 MILLION INCREASE IN CAMPUS LEVEL COMPENSATION.

SO IN GENERAL OKAY. SO THE ANSWER TO THAT IS, UNDER THE CURRENT PAY RATE MODEL, RIGHT, SCHOOLS HAVE FULL DISCRETION OVER THEIR FUNDING.

SO IT IS IMPOSSIBLE FOR US TO TELL YOU HOW PRINCIPALS ARE GOING TO DECIDE TO USE A DISCRETIONARY FUNDING NEXT YEAR AND MAKE ADJUSTMENTS.

I WILL TELL YOU THE TOTAL AMOUNT OF FUNDING THAT SCHOOLS HAVE UNDERSTANDING THAT SOME OF IT IS ONE TIME THROUGH ESSER BUT ALSO RECOGNIZING THAT THE TITLE INCREASE THAT YOU ALL SAW BEFORE IS RECURRING IS SIGNIFICANT, RIGHT? SO IN MANY CASES, TO THE SUPERINTENDENT'S POINT, IF YOU GO BY CAMPUSES AND YOU COMPARE HOW MUCH THEY HAVE RIGHT NOW TO HOW MUCH THEY HAVE NEXT YEAR, IN MOST CASES IT'S GOING TO GO UP. WE CAN'T AT THIS POINT DETERMINE BECAUSE THAT'S THE FLEXIBILITY PIECE AROUND HOW PRINCIPALS. BUT YOU MENTIONED CTE FOR EXAMPLE, THERE'S NO REDUCTION IN CTE FUNDING.

SO THERE BUT THERE IS A REDUCTION OF CTE PROGRAMS ON CAMPUSES.

EVERY PRINCIPAL HAD TO FILL OUT A PIECE OF PAPER SAYING WHAT THEY WERE GETTING AND WHAT THEY WERE LOSING. THAT WAS.

SO CTE FUNDING IS EXACTLY THE SAME FOR FUNDING.

THAT'S FINE. BUT THIS IS HOW THEY'RE CURRENTLY FUNDING IT.

YOU'RE YOU'RE GOING TO BE HELD ACCOUNTABLE TO THIS WHEN YOU HAVE FEWER STUDENTS THAT ARE COMPLETING CTE PROGRAMS BECAUSE SOMETHING'S BEEN CUT, BECAUSE A PRINCIPAL DOESN'T HAVE THE FUNDING THIS YEAR.

RIGHT. AND THE PRINCIPALS ALL SO I'VE HEARD FILLED OUT THESE PIECES OF PAPER THAT SAID HERE ARE THEIR GAINS AND HERE ARE THEIR LOSSES.

AND SO SOMEBODY SOMEWHERE KNOWS WHAT THE CAMPUS LEVEL IMPACT IS GOING TO BE.

MAYBE IT'S ALL THE INDIVIDUAL SSOS I DON'T KNOW.

BLESS YOU. RIGHT? BUT SOMEBODY KNOWS SOMEBODY SHOULD KNOW THIS.

TRUSTEE DEIGAARD, YOUR TIME IS UP.

THANK YOU. TRUSTEE BLUEFORD-DANIELS.

THANK YOU. A FOLLOW UP TO THAT QUESTION WOULD BE MY QUESTION WOULD BE WHO CHECKED WITH THE CAMPUSES AT NORTH FOREST AND WHEATLEY AND KASHMERE TO FIND OUT WHAT CTE PROGRAMS WOULD BE IMPACTED? AND I CAN TELL YOU ZERO, BECAUSE THEY HAVE TO [INAUDIBLE] TO BE IMPACTED.

SO THAT'S AN OPPORTUNITY TO INCREASE THAT CTE.

ON PAGE FIRST OF ALL, PAGES 49 THROUGH 49 THROUGH 54. THANK YOU ALL.

I LOVE THE WAY THIS IS LAID OUT BECAUSE WE CAN GO IN HERE.

IT'S GOING TO BE ON THE WEB.

OKAY. SO EVERYBODY CAN LOOK AT IT SO WE CAN GO IN HERE AND LOOK AT THE SCHOOLS INDIVIDUALLY. I WOULD JUST ASK, I LOVE THE WAY IT'S SPREAD OUT THAT WHERE THERE'S AN INCREASE IN STAFFING OR WHATEVER, AN INCREASE IN ANYTHING, DO IT IN GREEN AND THEN IF THERE'S A DECREASE, THEN DO IT IN RED SO IT'LL BE AN EASY VISUAL TO BE ABLE TO SEE, PLUS OR MINUS. LET'S SEE, I THINK.

THIS IS A REALLY GOOD PACKAGE.

I APPRECIATE IT BECAUSE I THINK IT IT HELPS US UNDERSTAND BETTER THE PROCESS THAT YOU'RE

[03:30:03]

USING TO TRY AND DETERMINE EQUITY.

WE TALK ABOUT TRANSPARENCY.

WE TALK ABOUT CONTINUOUSLY.

I THINK WITH THIS VISUALS AND WHAT YOU'RE TRYING TO DO SHOWS TRANSPARENCY.

IT'S AN OPPORTUNITY FOR US TO BE ABLE TO UTILIZE WHAT YOU ALL HAVE DONE AS IT RELATES TO EACH INDIVIDUAL, INDIVIDUAL SCHOOL.

I KNOW THERE'S BEEN A LOT OF TALK ABOUT DISCRETIONARY FUNDS.

THE DISCRETIONARY FUNDS IS WHAT I'M HEARING CONTINUOUSLY IS THAT THOSE DISCRETIONARY FUNDS BY EACH CAMPUS CAN BE UTILIZED FOR VARIOUS THINGS.

CORRECT. SO IF THEY'RE LOSING YOU LOSING A COUNSELOR, SAY, FOR INSTANCE, THEN THEY CAN USE THEY STILL COULD USE THE DISCRETIONARY FUNDS ON THAT CAMPUS TO GO IN AND THEN CREATE ANOTHER POSITION FOR A COUNSELOR.

CORRECT. OKAY.

I JUST WANTED TO KNOW IF I WAS MISSING SOMETHING, BECAUSE THAT'S WHAT I KEEP HEARING OVER AND OVER AND OVER AGAIN.

AND SO I'LL JUST I'LL I'LL PASS THE REST OF MY TIME BECAUSE THOSE WERE THE MOST IMPORTANT THINGS THAT I HAD AT THIS POINT.

AND I'M LOOKING FORWARD TO THE TEN STRATEGIC TOWN HALL MEETINGS IN THE DISTRICT.

THAT'LL HELP IMMENSELY.

I WAS GOING TO ASK FOR AN EXAMPLE OF THE BUDGETS FOR THE ELEMENTARY SCHOOL, MIDDLE SCHOOL AND HIGH SCHOOL, SO THAT WE CAN SEE WHO OVERSEES THAT WHEN IT COMES TO YOU ALL FROM EACH INDIVIDUAL SCHOOL, FOR INSTANCE, AS IT'S DECENTRALIZED, I GET $10,000.

WHO OVERSEES HOW I'M SPENDING THAT MONEY, THAT $10,000? SO THAT WOULD ACTUALLY HAPPEN OUT OF THE SCHOOL'S OFFICE IN CONSULTATION, OF COURSE, CHIEF WATT YOU WANT TO SHARE SOME INSIGHT THERE.

YES. ONCE A STUDENT, ONCE A SCHOOL RECEIVES THEIR DISCRETIONARY FUNDING, THEY CREATE THEIR OWN BUDGETS AND HOW THEY WANT TO ALLOCATE THOSE DOLLARS.

AND THEN IT'S IN MY OFFICE AND WHICH WE SUPPORT IN THE BUDGET DEVELOPMENT, BUT ALSO HELP OVERSEE HOW THOSE DOLLARS ARE SPENT.

AND THE DISCRETIONARY BUDGETS ARE IN ADDITION TO THEIR DECENTRALIZED BUDGETS.

CORRECT? THEY'RE ALREADY GETTING OK.

I JUST WANT TO MAKE THAT CLARITY.

THEY'RE ALREADY GETTING THIS BUCKET OF MONEY FOR BEING A DECENTRALIZED SCHOOL.

BUT FOR THE DISTRICT, FOR THE MOST PART, THAT IS THE OTHER FUNDING OR THE DISCRETIONARY CORRECTLY. THAT'S OK.

TRUSTEE BLUEFORD-DANIELS THAT'S YOUR TIME. YES, MA'AM.

TRUSTEE GUIDRY.

THANK YOU, SUPERINTENDENT HOUSE AND ADMINISTRATION FOR THE PRESENTATION.

SUPERINTENDENT HOUSE, YOU HEARD DR.

ROSA SAY SAY THAT THERE IS NO SUCH RECOGNIZED MODEL AS A HYBRID MODEL, BUT YET YOU CONTINUE TO SAY THAT WE'RE RECEIVING A HYBRID MODEL.

AND COLLEAGUE DEIGAARD BASICALLY SAID IT'S NOT IF IT WALKS LIKE A DUCK, IT TALKS LIKE A DUCK, IT IS A DUCK.

TELL US, TELL THE COMMUNITY.

WHY DO YOU BELIEVE THAT THIS IS BE CONSIDERED A HYBRID MODEL? NOW, KEEP IN MIND, I'M A MEDIATOR.

I LOVE THINKING OUTSIDE OF THE BOX.

AND I THINK THIS IS AN OUTSIDE OF THE BOX TYPE OF SITUATION THAT THE COMMUNITY NEEDS TO HEAR, WHY YOU BELIEVE AND WHY YOU'RE CALLING IT WHAT IT IS.

I THINK THE SIMPLE ANSWER TO THAT IS THAT IN MOST CASES, WHEN YOU LOOK AT A TYPICAL CENTRALIZED FUNDING SYSTEM, THERE'S VERY LITTLE FLEXIBILITY IN CHOICE.

WHAT YOU'LL SEE HERE IS THAT WE PROVIDE IT IN EACH ALLOCATION AT EACH SCHOOL.

QUITE A BIT OF FLEXIBILITY AND CHOICE IN TERMS OF FUNDS AND WHAT WHAT SCHOOLS AND WHAT ADMINISTRATORS CAN DO.

THANK YOU, SIR. AND IF I MAY, TOO CHIEF REED, YOU MENTIONED THAT THE 3% VERSUS THE 10% WAS BASED ON MODEL VERSUS REVENUE.

CORRECT. CORRECT. EXPLAIN THAT A LITTLE BIT MORE TO US.

YES. SO THE 10% IS HOW MUCH OF THE THE COST OF THE MODEL ITSELF, THE POSITIONS PLUS THE DISCRETIONARY DOLLARS THAT YOU SEE HERE.

HOW MUCH WHAT PERCENTAGE OF THOSE DISCRETIONARY DOLLARS IS THE IS OF THE TOTAL? AND THAT'S THE 10%.

AND THAT'S GOING TO THE CAMPUSES.

THAT'S THAT THE BOX THAT SAYS OTHER FUNDING.

SO ABOUT 10% OF THE TOTAL COST OF THE MODEL ITSELF IS DISCRETIONARY.

IS THE DISCRETIONARY FUNDING AS OPPOSED TO THE 3%, WHICH IS TOTAL REVENUE, RIGHT.

WHICH TOTAL REVENUE FUNDS THE [INAUDIBLE] FUNDS FACILITIES, TRANSPORTATION FUNDS, BUSINESS OFFICE AND SO FORTH.

OKAY. SO IT FUNDS EVERYTHING IN THE, IT FUNDS EVERYTHING IN THE DISTRICT, NOT JUST THE MODEL. NOT JUST THE MODEL.

OKAY. GOT YOU.

NOW, TRYING TO GO QUICKLY HERE BECAUSE ON SLIDE ON SLIDE 23.

[03:35:06]

YEAH. ALL RIGHT.

SO BECAUSE ON SLIDE 23 I SEE AND THEN GO OVER TO SLIDE 20, 31 REAL QUICK. WHAT IS THE STUDENT INFORMATION REP AND WHERE IS IT REFLECTED ON SLIDE 23? BECAUSE I DON'T SEE THAT IN SLIDE 23 IS OF COURSE, THE BASELINE.

CORRECT, THAT THOSE ARE THE MUST HAVES.

RIGHT. SO EXPLAIN TO ME THE DIFFERENCE BETWEEN THE STUDENT INFORMATION AND OUR SHOW ME WHERE IT IS ON SLIDE 23, WHERE WE HAVE THE MUST HAVE POSITIONS.

SURE. I'D LIKE TO TO HAVE AS IT CHIEF GRANT-SKINNER JOIN US AND TALK A LITTLE BIT ABOUT THIS PARTICULAR QUESTION.

SURE. SLIDE 23 IS INTENDED TO CAPTURE EVERYTHING THAT YOU SEE ON ANY ONE OF THOSE MODELS.

SO STUDENT INFORMATION REP DOES SHOW UP HERE ON SLIDE 23, ON THE ON THE RIGHT SIDE AS ONE OF THE ONE OF THE POSITIONS THAT WHERE, AGAIN, IF THE PRINCIPAL OR SCHOOL CAN DEMONSTRATE HOW THEY'RE GOING TO MEET THAT NEED IN ANOTHER WAY.

SO THAT'S ONE OF THE FLEXIBLE POSITIONS, CORRECT? YES. BUT YET ON YOUR ELEMENTARY 31, WHERE YOU HAVE THE SAMPLE BASELINE, YOU HAVE IT LISTED. SO YEAH, SO I UNDERSTAND NOW.

SO SLIDE 23, THESE ARE ALL POSITIONS THAT ARE IN THE BASELINE MODEL.

WHAT I'M SAYING IS, AS WE HEARD FEEDBACK FROM SCHOOLS OVER THE COURSE OF THE LAST COUPLE OF MONTHS, WE IDENTIFIED SOME OF THOSE BASELINE POSITIONS WHERE LIKE I'LL GO BACKWARDS AND SAY SOME OF THE POSITIONS WHICH YOU SEE ON THE LEFT HERE.

WE SAID NOT ONLY IS THAT IN YOUR BASELINE MODEL, BUT YOU NEED THAT EXACT POSITION.

ON THE RIGHT SIDE WHERE WE SAID AFTER HEARING FEEDBACK IS THESE POSITIONS ARE IN YOUR MODEL. YOU MUST EITHER HAVE THAT POSITION OR DEMONSTRATE THAT YOU'RE GOING TO MEET THAT PURPOSE IN ANOTHER WAY.

AND IF YOU DEMONSTRATE THAT, THEN YOU CAN USE THOSE FUNDS IN A DIFFERENT FOR A DIFFERENT PURPOSE. OKAY.

SO SOME SCHOOLS.

GO AHEAD. I'M SORRY. MY TIME IS UP.

THANK YOU. I'LL COME ROUND TWO PLEASE.

YES, TRUSTEE ELLEN.

I'M SORRY. TRUSTEE WADE, I SKIPPED YOU.

IT'S LIKE, WHO'S IN THE QUEUE NEXT? THANK YOU TO EVERYONE FOR ALL THE WORK YOU'VE DONE.

I'M GOING TO ADD ONE MORE BIT OF WORK.

I KEEP ASKING AND WONDERING WHEN WE'RE GOING TO GET AND I KNOW YOU ALL ARE BUSY, BUT WHEN WE'RE GOING TO GET THIS ESSER DASHBOARD THAT YOU ALL BEEN REFERRING TO, I KNOW WE HAD IT IN OUR VERY FIRST PRESENTATION AND IT COMES UP A LOT OF TIMES IN MY CONVERSATIONS WITH PEOPLE. AND IF WE'RE GOING TO BE RELYING SO MUCH ON ESSER DOLLARS, PEOPLE WANT TO UNDERSTAND WHAT THAT LOOKS LIKE.

SO AGAIN, I KNOW YOU'RE BUSY, BUT IT'S DEFINITELY SOMETHING THAT WE'VE BEEN WORKING ON.

I ACTUALLY HAD A CHANCE TO TAKE A LOOK AT THE FIRST ITERATION OF IT, WHICH WAS VERY EXCITING AND ALLOWS FOR US TO DRILL DOWN OUR PROJECTED DELIVERY DATE CHIEF.

CHIEF MOLE. OKAY, THANK YOU.

MY OTHER MY MY QUESTION TO IS ON SECURITY, I DON'T SEE ANYWHERE ON HERE SECURITY.

I KNOW THE DISTRICT PROVIDES SECURITY ON CAMPUSES.

SO WOULD THESE DOLLARS BE ABLE TO BE USED TO ADD SECURITY TO CAMPUSES THAT FEEL THEY NEED IT? I MEAN, WHAT'S THE I DON'T SEE THAT ANYWHERE IN THIS PRESENTATION.

SO, OF COURSE, WITH WITH OUR OUR STAFFING SITUATION IN REFERENCE, BECAUSE YOU HAVE POLICE OFFICERS AND THEN YOU HAVE SECURITY ASSOCIATES, RIGHT? SO IF SCHOOLS MADE THAT COLLECTIVE CHOICE ON THEIR CAMPUS TO BRING IN NOT NECESSARILY POLICE OFFICERS BUT ADDITIONAL SECURITY ASSOCIATES, THAT VERY WELL COULD BE SOMETHING THAT THAT THEY FOCUS ON AS WELL.

I JUST DON'T SEE IT ANYWHERE IN THESE SLIDES.

SO I JUST WANT TO MAKE SURE THAT'S IN THERE SOMEWHERE, IF IT'S DISCRETIONARY OR WHAT.

THAT'S A BIG CONCERN.

OKAY, I SEE THAT Y'ALL HAVE PUT A LOT INTO PRE K.

I KNOW THAT'S PART OF THE STRATEGIC PLAN AS WELL AS IT'S PART OF THE BOARD'S GOALS, BUT HOW DO YOU EXPECT THEM TO BE BUILT? I MEAN, IF YOU'RE GOING TO PROVIDE THEM THROUGH ALL THE SCHOOLS AND YET DON'T HAVE A PROGRAM YET, WHAT'S THE GUARANTEE IN THE BUY IN? HOW DO YOU PRODUCE THE BUY IN? SO THE GOAL THE GOAL IS, OF COURSE, FOR US TO GO WHERE THE NEEDS ARE.

SO WE'VE TAKEN A STRATEGIC LOOK AT WHERE THE NEEDS ARE, WHERE THE CHILDREN ARE.

THAT TWO MILE RADIUS THAT WE KNOW MAKES A MAJOR DIFFERENCE IN TERMS OF STUDENTS COMING TO SCHOOLS. AND SO WE'RE LOOKING TO GROW BY, I BELIEVE, 22 CLASSROOMS [INAUDIBLE].

SO I UNDERSTAND. AND SO IF YOU DON'T MIND, BUT EVERY SCHOOL LOOKS LIKE YOU'RE PUTTING

[03:40:04]

THAT IN THERE, RIGHT? ALL THE ELEMENTARY SCHOOLS.

SO THE 11 TO 1 RATIO IS WHAT WE'RE FOCUSING ON IN TERMS OF EVERY SCHOOL, BUT IN TERMS OF THE GROWTH WE'RE GOING WHERE THE NEED IS, AND THAT WILL HAPPEN ON AN ANNUAL BASIS.

SO WE'LL REFLECT BACK ON, YOU KNOW, WHERE WE ARE, WHERE THE KIDS WERE WHO SHOWED UP AND AND MAKE THOSE ADJUSTMENTS.

BUT WE WANT TO CONTINUE THE GROWTH OVER THE NEXT FEW YEARS.

OKAY. AND MY LAST QUESTION, I HAVE MORE, BUT THE DEMOGRAPHER, I'M LOOKING AT THE ENROLLMENT AND IT LOOKS LIKE Y'ALL ARE BASING IT ON NEXT YEAR'S PROJECTED ENROLLMENTS, BUT NOT ALL SCHOOLS ARE CALCULATED THAT THEY ARE BY THEIR CURRENT ENROLLMENT.

SO WHAT DID THE DEMOGRAPHER USE? WHAT MEASURES DID THE DEMOGRAPHER USE? BECAUSE THAT'S GOING TO AFFECT THEIR FUNDING ALLOCATIONS NEXT YEAR.

SURE. I'LL HAVE DR.

ALLISON MATNEY TO TO JOIN US AND TALK A LITTLE BIT ABOUT WHAT WAS UTILIZED IN REFERENCE TO THE DEMOGRAPHER. YES, ABSOLUTELY.

THANK YOU FOR THAT QUESTION. SO DEMOGRAPHERS USE HISTORICAL TRENDS AND THEN THEY ALSO LOOK AT BIRTH RATES.

THEY USE SOME CENSUS DATA ABOUT BIRTH RATES IN DIFFERENT ZONES.

AND SO WHAT YOU'RE LOOKING AT IS REALLY A FIVE YEAR TREND ANALYSIS.

AND THAT'S WHY WE SEE SOME OF THOSE DIPS, BECAUSE SOME OF THOSE COVID NUMBERS ARE INCLUDED IN THAT FIVE YEAR TREND.

SO. CORRECT.

THANK YOU. BUT FOR SO.

WHAT I JUST DON'T WANT TO DO IS UNDERSELL A SCHOOL ON THEIR NUMBERS BASED ON SOMETHING THAT WE'RE GUESSING OVER A FIVE YEAR COVID MODEL THAT DOESN'T NECESSARILY.

I'M NOT A DEMOGRAPHER, OBVIOUSLY, BUT I'M JUST SAYING IT JUST SOME OF THE NUMBERS DON'T ADD UP. AND I JUST WANT TO MAKE SURE THAT WE'RE THOUGHTFUL ABOUT THAT IN THESE PROJECTIONS. THANK YOU. IF I MAY, SUPERINTENDENT HOUSE, WE ALSO CONTRACT WITH PSA, POPULATION SURVEY ANALYSTS, THEY'RE A DEMOGRAPHICS COMPANY.

THIS IS THIS IS ALL OF WHAT THEY DO.

SO IT'S NOT JUST OUR ONE DEMOGRAPHER WE HAVE INTERNALLY IN HISD, BUT THEY'VE ACTUALLY WORKED ON LONG TERM PROJECTIONS AND THEY'RE SEEING THESE SAME TRENDS AS WELL.

OKAY. THANK YOU. TRUSTEE ALLEN.

THANK YOU. FIRST, I WANT TO SAY THIS IS VERY WELL DONE.

I ONLY HAVE TWO QUESTIONS, SO I'M GOING TO ASK MY SHORT QUESTION FIRST.

THESE INPUT MEETINGS THAT YOU ARE PLANNING TO HAVE.

CAN THE TRUSTEES HAVE INPUT ON WHERE THE MEETINGS WILL BE? I WANT YOU AT MY RAGGEDY SCHOOL.

I DON'T WANT YOU AT THE VERY NICE SCHOOL.

I WANT YOU TO COME IN AND SEE MY 70 YEAR OLD SCHOOL WHERE THE FLOOR IS COMING UP, WHERE THE WIND IS COMING. WHEN I TALK ABOUT ALBERT THOMAS HAVING THE HEAT COMING IN THE WINDOWS WITH THE AIR ON FULL BLAST, WHEN THE PEOPLE WENT OVER TO TALK TO THAT PRINCIPAL, THE PRINCIPAL DIDN'T KNOW WHAT I WAS TALKING ABOUT.

I CALLED AND ASKED THAT THEY ASK YOU ABOUT THE BLINDS.

SHE SAID, WHAT BLINDS? AND I KNOW WE WERE TALKING ABOUT LAST MEETING, ABOUT THE FILMS THAT WE COULD PUT ON THERE, BECAUSE SHE DIDN'T TELL ME ABOUT BLINDS.

I SAID BLINDS WHILE I WAS HERE ON THE FLOOR.

SO I JUST, YOU KNOW, CAN WE HAVE SOME INPUT ON.

WE'D BE GLAD TO TO HEAR HEAR THOSE SUGGESTIONS AS WE DEVELOP THE WHERE MOVING FORWARD.

THE KEY IS THE KEY MOVING FORWARD IS JUST TO MAKE SURE THAT WE HEAR AND THAT WE CAN HEAR.

THEY'LL TALK IN A RAGGEDY BUILDING, CONTINUE THE TREND.

AND AND I'VE HAD AN OPPORTUNITY I THINK I'VE BEEN TO MAYBE 70, 70 SOME ODD SCHOOLS THIS YEAR ALONE.

THAT'S TYPICALLY WHAT I DO ON WEDNESDAYS, WHICH IS SOMETHING THAT I'M GOING TO OPEN UP IN THE VERY NEAR FUTURE FOR YOU ALL TO START JOINING ME ON ON THOSE WEDNESDAY, WEDNESDAY TOURS, IF YOU LIKE.

BUT WE'RE WE'RE ALWAYS OPEN TO TO THAT FEEDBACK AND HEARING WHERE YOU ALL MIGHT FEEL LIKE IT WOULD BE A GOOD FIT FOR FOR THOSE CONVERSATIONS.

THANK YOU. MY SECOND QUESTION NOW, I NEED A LITTLE FLEXIBILITY.

I'M LOOKING FOR A LITTLE FLEXIBILITY FOR THE PRINCIPALS.

WHEN YOU SAY THAT YOU'RE GIVING THIS ONE LIKE FTE, THIS ONE PERSON THAT YOU ALL ARE PUTTING IN THE BUILDING, IN THE BASELINE.

YES. SO IF I GOT ONE NURSE.

ARE YOU GIVING ME A PERSON, OR ARE YOU GIVING ME A.

A POSITION.

SO MY QUESTION IS BASICALLY, IF YOU'RE GIVING ME A PERSON.

LET'S JUST SAY AS A PRINCIPAL, I GOT FOR EVERY 22 CHILDREN I GOT AN FTE, I GOT ONE TEACHER. SO WHEN I WENT TO MY BUDGET, I WENT OVER AND I WOULD TAKE OUT $60,000.

IF I GOT AN AIDE, AN AIDE WOULD COST ME $30,000.

[03:45:03]

SO WITH THE PRINCIPALS HAVE THAT FLEXIBILITY BECAUSE IF YOU CAN'T FIND A NURSE AND YOU HAVE TO HAVE A NURSE, SOCIAL ASSOCIATE NURSE, IS THAT FTE POSITION STILL EQUALS $60,000 OR IS THAT FTE GOING TO BE $20,000 FOR THAT ASSOCIATE NURSE? IT'S THE POSITION, GLENN.

YEP, IT'S THE POSITION.

SO WE DON'T GET ANY LITTLE.

[LAUGHTER] THANK YOU.

THANK YOU. WE DON'T GIVE CHANGE BACK.

[LAUGHTER] THAT'S RIGHT. ARE YOU DONE? TRUSTEE ALLEN. OKAY.

THANK YOU. TRUSTEE HERNANDEZ.

THANK YOU. JUST TO FOLLOW UP ON TRUSTEE WADE'S QUESTIONS.

IF THE ENROLLMENT CHANGES, THE BUDGETS WILL CHANGE FOR THAT SCHOOL, CORRECT? ACCORDINGLY.

I DON'T SEE ANYTHING THAT'S ABOUT SPECIAL EDUCATION TEACHERS ARE SPECIAL EDUCATION TEACHERS PART OF THIS NUMBER OF TEACHERS ALREADY IN THAT SCHOOL? THEY'RE NOT IT'S A SEPARATE, SEPARATE ALLOCATION.

AND BE GLAD IF WE NEED TO DIVE INTO IT MORE OR PROVIDE YOU WITH MORE INSIGHT AND REFERENCE TO WHAT SPEND LOOKS LIKE.

BUT IT'S SEPARATED HERE AND IT'S NOT PART OF THE DISCRETIONARY FUNDS THAT ARE, NO.

ABSOLUTELY NOT. NEITHER ARE THE [INABUDIBLE]? FOR SPECIAL ED, YOU MEAN? NO, THAT'S COMPLETELY SEPARATE.

WHAT ABOUT ANCILLARY TEACHERS FOR ELEMENTARY SCHOOLS? IN TERMS OF? ARE THEY PART OF THE NUMBER OF TEACHERS THAT ARE PUT IN THIS CHART? THEY ARE. THAT'S CORRECT.

OKAY. SO I SEE THAT PE TEACHERS AND FINE ARTS TEACHERS ARE GOING TO BE POSITIONS THAT HAVE TO BE PART OF THAT.

WHAT ABOUT THE REST OF THE ANCILLARY TEACHERS? I WORKED AT MANY ELEMENTARY SCHOOLS.

I KNOW THAT THERE'S MORE THAN TWO ANCILLARY POSITIONS.

MM HMM. AND SCHOOLS WILL HAVE THAT ABILITY TO BUILD IN ADDITIONAL ANCILLARY TEACHERS WITH THE FLEXIBLE FUNDS THAT ARE THERE.

SO IF THEY SO CHOOSE TO INCREASE BEYOND WHAT THEIR EXISTING BASELINE ALLOCATION IS, THEY CAN DO SO.

OR WITH THE POSITIONS SO THEY CAN USE DISCRETIONARY FUNDING.

BUT IF THEY ALSO WANT TO USE A POSITION, A TEACHER POSITION IS ALLOCATED TO THEM FOR DRAMA OR FOR, I DON'T KNOW, JOURNALISM.

THEY CAN ALSO USE THE POSITIONS.

OKAY. HOW DOES BEING A TRANSFORMATION SCHOOL CHANGE THE FUNDING THAT THOSE SCHOOLS ARE RECEIVING? THAT THE TRANSFORMATION SCHOOLS ARE RECEIVING? YES, I'VE HEARD THAT THERE'S SOME TRANSFORMATION, LIGHT SCHOOLS, TRANSFORMATION HEAVY SCHOOLS, AND THEY ARE RECEIVING DIFFERENT ALLOCATIONS OF MONEY OR POSITIONS.

I MEAN, AND I HAVEN'T HEARD ANYTHING ABOUT THAT.

AND WE'LL BE ACTUALLY TALKING MORE NEXT WEEK IN REFERENCE TO THE SPECIFICS AROUND TRANSFORMATION. BUT DR.

WATTS, I'LL LET YOU SHARE SOME INSIGHT THERE.

SO WE STARTED OFF WITH TREATING TRANSFORMATION SCHOOLS JUST LIKE WE TREATED EVERYONE ELSE SO THAT WE DON'T SUPPLANT.

AND THEN ON TOP OF THEIR BASELINE ALLOCATION THEY HAVE, THEY WILL BE PROVIDED ADDITIONAL POSITIONS. AND SO WITH OUR TRANSFORMATION LIGHT SCHOOLS, THEY WILL THEY GOT FROM ANY BASED ON THE NUMBER OF STUDENTS THEY HAVE ANYWHERE FROM 2 TO 5 ADDITIONAL FLEX POSITIONS THAT THEY CAN USE FOR TEACHERS.

THEY CAN USE THEY'RE FLEX, SO THEY CAN USE THEM HOWEVER THEY SEE FIT.

IN OUR MORE INTENSIVE TRANSFORMATION SCHOOLS, WE ALLOTTED THEM ADDITIONAL COUNSELORS AND ADDITIONAL ASSISTANT PRINCIPAL AND TEACHER COACHES.

TEACHER SPECIALISTS.

BUT THERE'S NO WELL, THE MONETARY DIFFERENCE IS THOSE TEACHERS WILL ALSO BE RECEIVING A STIPEND. IS THAT COMING OUT OF THE DISCRETIONARY FUNDS? NO. OH, YES, I DID SEE THAT.

I ALSO HAVE BEEN HEARING ABOUT COMBINING CLASSES FOR ELEMENTARY SCHOOLS.

TEXAS REGULATES AT THE MAXIMUM NUMBER OF STUDENTS IN A CLASSROOM IS 22 TO 1.

CORRECT. SO IF WE'RE DOING IF WE ARE GIVING ONE TEACHER.

PART. I FEEL LIKE THAT RATIO MAYBE NEEDS TO CHANGE, BUT THAT'S A WHOLE DIFFERENT STORY.

LET ME GO ON TO MY NEXT QUESTION.

WHAT CHANGES COULD BE MADE TO THE CURRENT MODEL TO LESSEN THE WEAKNESSES THAT OUR CURRENT MODEL HAS? WHAT CAN BE MADE WITH THE MODEL THAT WE'RE CURRENTLY UTILIZING? YES. HAS THAT BEEN LOOKED INTO?

[03:50:04]

WE HAVE LOOKED AT IT.

THAT'S A PART OF WHY WE ARE WHERE WE ARE, QUITE FRANKLY.

BUT BUT, YES, WE HAVE LOOKED AT IT.

IT'S BEEN A LONG AND TEDIOUS PROCESS OF A LOT OF MAN AND WOMAN HOURS TO GET TO WHERE WE ARE. SO WE'VE LOOKED AT QUITE A FEW DIFFERENT THINGS TO TO GET TO THIS PARTICULAR POINT.

I'M VERY, VERY PROUD OF THE TEAM, THE WORK, THE INNOVATIVE THINKING, THE COLLABORATION THAT HAS GONE INTO IT.

SO I WAS PART OF THE BOARD WHEN WE CREATED THE THEORY OF ACTION.

AND WHAT DR.

ROSA STATED, NEW YORK'S FUNDING MODEL IS THAT IT'S PUA MODEL WITH SOME BASELINE POSITIONS THAT'S A LOT MORE CLOSELY RELATED TO WHAT MY IDEA WAS WHEN WE WERE CREATING OUR THEORY OF ACTION. SO WHY WOULDN'T A MODEL WITH SOME BASELINE POSITIONS BE A MORE A MODEL THAT WE CAN IMPLEMENT? I THINK AT THE END OF THE DAY, THE AND I THINK SOMEONE ASKED THIS QUESTION IN CLOSED SESSION, WHICH I THINK IT'S GREAT TO, YOU KNOW, TO PUT THIS OUT THERE.

THE BOARD WILL HAVE AN OPPORTUNITY TO TO HEAR THIS ONCE ALL THE FEEDBACK COMES IN.

AND AND IF WE'RE IN A POSITION WHERE WE HAVE TO GO BACK TO WHAT WE WERE DOING IN THE PAST WITH ADJUSTMENTS.

HAVE TO DO. BUT OUR FOCUS RIGHT NOW IS REALLY BUILT AROUND BEING ABLE TO PROVIDE A AN EXPERIENCE FOR ALL SCHOOLS.

AND WE REALLY FEEL LIKE THAT THIS IS AN OPPORTUNITY TO CHANGE THE GAME AND DO SOMETHING DIFFERENT, NOT JUST IN REFERENCE TO WHAT WE'VE DONE IN HOUSTON, BUT THE THINKING AND INNOVATION WOULD BE SOMETHING THAT'S BEEN DIFFERENT THAN WHAT YOU'LL SEE ACROSS THE COUNTRY. OKAY.

I'M GOING TO ASK ONE MORE QUESTION BECAUSE I NEVER GO OVER MY TIME.

BUT WE I DEFINITELY ASKED YOU LAST TIME WHEN I WAS VIRTUAL ABOUT THE RESEARCH THAT HAD BEEN DONE IN HISD ABOUT PUA AND FTE.

THE THE REFERRAL DID COME IN.

I DID READ THAT MODEL.

THE COMMUNITY STATED THAT THAT THEY PREFER THE PUA MODEL VERSUS THE FTE MODEL IN THAT RESEARCH THAT WAS DONE JUST A COUPLE OF YEARS AGO.

SO I KNOW THAT YOU DID LISTEN AND LEARNS.

I DIDN'T HEAR ANYTHING WHEN I WENT TO MY LISTEN AND LEARNS ABOUT FTE OR PUA.

I DID HEAR ABOUT EQUITY.

WE KNOW WHAT THE COMMUNITY WANTED IN 2018.

SO I'M JUST WONDERING WHERE YOUR THOUGHTS ARE ON THAT? I THINK I THINK PROBABLY MORE THAN ANYTHING, I THINK IT TAKES MUCH LIKE ON THIS DAIS FOR FOR ALL OF US, IT'S TAKING A STRONGER UNDERSTANDING OF WHAT THE DIFFERENCE IS BETWEEN THE TWO AND WHAT CAN BE PROVIDED COUNTER TO ONE.

AND THAT'S WHY WE TALKED ABOUT SOME OF THE STRENGTHS AND SOME OF THE WEAKNESSES IN EACH MODEL. AND THAT'S A PART OF WHAT WE WANT TO DO IN THESE TOWN HALLS MOVING FORWARD.

WE WANT TO LAY IT OUT THERE AND AND SHARE WHAT WE HAVE AND THE COMPARATIVE POSSIBILITIES OF WHAT IT COULD LOOK LIKE MOVING FORWARD.

YOU'RE WELCOME. TRUSTEE SANTOS.

THANK YOU. PRESIDENT CRUZ SUPERINTENDENT HOUSE AND JUST TO BE MINDFUL, I HAD THAT GUIDING QUESTION. WHAT IS IT? HOW IS THIS BUDGET FAIR? HOW IS THIS BUDGET GOING TO HELP INCREASE ENROLLMENT? SO A LOT OF ENERGY AND [INAUDIBLE] COUPLE OF MY QUESTIONS ALREADY.

BUT A LOT OF TIME, ENERGY AND EFFORT AND A TON OF MONEY WENT INTO ACHIEVE 180 SCHOOLS BECAUSE THEY'RE THE SCHOOLS WITH THE GREATEST NEEDS.

THERE WAS AN ENTIRE STRATEGIC PLAN WITH PILLARS, AND I WAS A TEACHER IN THE AUDIENCE.

I WASN'T EVEN ON THE BOARD YET.

BUT I REMEMBER ALL OF THE ALL THE ENERGY THAT WAS PUT BEHIND THAT, AND WE CHANGED ALL OF THAT WORK WITH THE BLINK OF AN EYE.

I WANT TO KNOW HOW THIS BUDGET TAKES THAT INTO ACCOUNT.

AND I HEARD A LITTLE BIT OF WHAT YOU SAID, DR.

WATTS. SO THERE WASN'T.

WHAT IS THE STRATEGIC PLAN INSIDE OF THE STRATEGIC PLAN FOR OUR TRANSFORMATION SCHOOLS? ABSOLUTELY. AND BEFORE DR.

WATTS SHARES SOME INSIGHT, THERE WERE POSITIVE PIECES OF THE PUZZLE IN TERMS OF RESULTS FOR ACHIEVE 180.

SO I THINK THAT WE NEED TO MAKE THAT CLEAR.

THERE WAS HARD WORK THAT WENT INTO IT.

SOME POSITIVE THINGS DID OCCUR.

WE'RE LOOKING TO BUILD ON TOP OF THAT.

YES, IT MAY BE CALLED SOMETHING A LITTLE BIT DIFFERENT IN THIS ADMINISTRATION.

AND I'LL LET DR. WATTS TALK A LITTLE BIT MORE ABOUT KIND OF WHAT THAT NEXT STEP WILL LOOK LIKE IN TERMS OF HOW IT LOOKS AND WHERE WE'RE GOING.

ABSOLUTELY. SO I THINK IN BUILDING OUT ACHIEVE 180 ONE EXAMPLE WOULD BE POSITIONS LIKE LIBRARIANS AND NURSES WERE ALLOCATED TO SCHOOLS.

THAT WAS A SIGNIFICANT BUDGET ALLOCATION.

WE DIDN'T HAVE TO DO THOSE POSITIONS BECAUSE THOSE POSITIONS WERE ALREADY COVERED IN THE BASELINE EXPERIENCE FOR STUDENTS WITH THE STAFFING MODEL.

SO IN THE CREATION OF THE TRANSFORMATION SCHOOLS, WE HAD TO DO IT WITHIN THE CONTEXT OF HOW WE'RE MOVING FORWARD, WHICH WAS VERY DIFFERENT FROM THE CONTEXT OF WHEN ACHIEVE 180

[03:55:05]

WAS CONCEPTUALIZED.

THERE ARE MANY SIMILAR ASPECTS A TEACHER STIPEND, LEADER STIPEND AND EFFORT TO RECRUIT AND RETAIN STAFF.

SO WHAT I WOULD ADD TO WHAT SUPERINTENDENT HOUSE SAID IS WE LEARN FROM ACHIEVEMENT 80 AND WE TRY TO BUILD FROM THE CURRENT CONTEXT OF WHERE WE ARE TODAY.

FOR THIS TRUSTEE WITNESSING THE WORK AND HOW IT'S TRANSFORMED COMMUNITIES AND SCHOOLS.

I MEAN, I'M TAKING YOUR WORD, YOU KNOW, GOOD FAITH, BUT I MEAN, A LOT OF TIME, ENERGY AND EFFORT WENT INTO THAT.

I WOULD NEED TO SEE THAT STRATEGIC PLAN INSIDE OF THIS STRATEGIC PLAN.

SO WHERE IS THAT? HOW MUCH MONEY DID WE SPEND ON A180? ABOUT $29 MILLION, I THINK, BUT I DON'T HAVE IT OFF THE TOP OF MY HEAD.

NEXT WEEK YOU WILL BE GETTING SOME MORE INSIGHT INTO THE STRATEGIC PLAN.

SO OF THE ACHIEVE 180 SCHOOLS I'D LIKE TO KNOW HOW MUCH MONEY WE SPENT THEN AND HOW MUCH MONEY WILL BE PUT INTO THEM MOVING FORWARD.

I WANT TO KNOW, LIKE HOW OUR PRINCIPALS BEING INCENTIVIZED TO GO FIND A NEW STUDENTS IF THEY'RE GIVING A BARE MINIMUM HYBRID BUDGET PROPOSAL.

I MEAN, OUR PRINCIPALS ARE NOT OPTIMISTIC WITH THIS PLAN.

I HATE TO BRING IT TO Y'ALL THE WAY THAT I'M BRINGING IT TO Y'ALL, BUT IT'S MY JOB AS A STEWARD OF TAXPAYER DOLLARS TO MAKE SURE THAT WE'RE HONORING THOSE TAXPAYER DOLLARS.

SO HOW ARE THEY GOING TO BE INCENTIVIZED TO GO OUT AND SEEK MORE ENROLLMENT? SO I BELIEVE THAT THE BASELINE STAFFING MODEL PROVIDES EXPERIENCES THAT HAVE NOT OTHERWISE BEEN OFFERED IN MANY HISD SCHOOLS.

THUS, STUDENTS LEAVE THE DISTRICT BECAUSE THEY CAN GO TO A CHARTER OR SOME OTHER OPPORTUNITY AND HAVE AN ART CLASS AND HAVE ACCESS TO A MEDIA SPECIALIST AND A NURSE.

THE BASELINE STAFFING MODEL ACTUALLY, I BELIEVE WILL HAVE WILL INCENTIVIZE SOME OF OUR STUDENTS TO RETURN BECAUSE THEY CAN BE ASSURED THAT REGARDLESS OF WHERE THEY'RE ENROLLED IN SCHOOL, THEY'LL HAVE CERTAIN EXPERIENCES.

SO THE CITY OF HOUSTON ZONING OR LACK THEREOF.

THERE WASN'T A PLAN ON HOW WE BUILT THE CITY MOVING FORWARD.

AND MUCH LIKE THE CITY OF HOUSTON, THE MAGNET PROGRAMS AND WHERE WE WANT TO SEEK ENROLLMENT, WHERE WE WANT TO PUT OUR DOLLARS IN, SHOULD HAVE SOME THOUGHTFUL CONSIDERATIONS LIKE CHARTER SCHOOLS.

I MEAN, I HAD FOUR CHARTER SCHOOLS POP UP IN THE NORTH SIDE AREA.

THAT'S ALREADY A MAGNET DESERT, LIKE COMPLETE MAGNET DESERT.

SO HOW ARE WE? AND I DON'T. I'M SORRY.

I DON'T WANT TO TAKE YOUR WORD FOR IT.

I WANT TO SEE A PLAN.

I WANT. ABSOLUTELY.

I APPRECIATE I APPRECIATE THAT ENROLLMENT IS NOT SPECIFICALLY ADDRESSED IN OUR STRATEGIC PLAN. IT'S INHERENTLY BUILT IN.

I BELIEVE THAT INCREASING OUR MAGNETS AND OUR MAGNET DESERTS AS WELL AS STRENGTHENING OUR CURRENT MAGNETS, WILL ALSO HAVE ALLURING EFFECT TO BRING PEOPLE BACK TO THE DISTRICT.

SO I THINK THAT'S ANOTHER WAY.

ALSO, I'VE HAD A CHANCE TO LOOK AT SOME RESEARCH ON WHY PEOPLE LEAVE HISD, AND A LOT OF IT HAS TO DO BECAUSE WITH STUDENTS WHO LEAVE BECAUSE THEY'RE CONCERNED ABOUT THE SAFETY OR THEY ARE CONCERNED ABOUT STUDENT ACHIEVEMENT IN CERTAIN SCHOOLS.

SO THE OPPORTUNITY TO BE ABLE TO INCREASE STUDENT ACHIEVEMENT IN OUR D AND F SCHOOLS, TO BRING THOSE SCHOOLS UP TO OPTIMAL LEVEL OF STUDENT PERFORMANCE, I BELIEVE WILL ALSO HAVE ALLURING EFFECT.

AS SOMEONE THAT HAS FAMILY THAT HAS LEFT HISD TO GO TO A CHARTER SCHOOL COUSINS, FRIENDS THAT LIVES IN THE SAME COMMUNITY THAT I WAS BROUGHT UP IN.

THE REASON OUR PEOPLE, OUR STUDENTS ARE LEAVING IS BECAUSE CHARTER SCHOOLS HAVE TO MEET WITH THE PARENTS. CHARTER SCHOOLS TALK TO THE PARENTS.

CHARTER SCHOOLS. CHARTER SCHOOLS INCLUDE THE PARENTS.

THEY HAVE SMALL HOUSE MEETINGS AND PROMISE.

OH, MILLER, YOU'RE GOING TO GET TO GO TO DARTMOUTH.

YOU'RE GOING TO GET TO GO HERE. WE'RE GOING TO RAISE YOUR TEST SCORES AND SAT SCORES AND SUCH AND SUCH. THEY HAVE PERSONAL CONTACT WITH THE COMMUNITY.

SO THANK YOU, KATHY.

SO BUT I JUST WANT TO LET YOU KNOW THAT YOU DON'T YOU MIGHT NOT NEED ALL THAT RESEARCH THAT YOU'RE RESEARCHING IS JUST TALKING TO PEOPLE.

SO YEAH, THAT'S ALSO.

RIGHT. TALKING, ENGAGING PEOPLE BECAUSE NOTHING AND THAT IS VERY MUCH WITHIN THE PRINCIPAL AND SCHOOL HOUSE CONTROL.

AND YOU'RE ABSOLUTELY CORRECT.

I CAN'T REMEMBER WHICH MIDDLE SCHOOL I WAS IN YESTERDAY WALKING THROUGH WITH THE PRINCIPAL. AND WE TALKED ABOUT SPECIFICALLY SOME OF THOSE THINGS AS A AS A AS AN INDIVIDUAL THAT STARTED A SCHOOL AT ONE POINT IN HIS CAREER THAT PRACTICED EXACTLY WHAT YOU'RE TALKING ABOUT.

SHE AND I, AS PRINCIPAL, TALKED ABOUT WHAT THAT SHOULD LOOK LIKE IN THEIR SCHOOL.

AND SHE SHARED SOME THINGS I WAS REALLY ENCOURAGED ABOUT, ABOUT DOING THE HOME VISITS IN THE SUMMER, ABOUT MAKING SURE THAT PARENTS HAVE THAT SIT ACROSS THE THE COUCH IN THE

[04:00:04]

LIVING ROOM BY OPPORTUNITY TO ENSURE THAT THAT TRUST IS THERE, THAT THEIR BABY'S GOING TO BE TAKEN CARE OF AND BE ON THE PATH TO TO READINESS.

THANK YOU. [INAUDIBLE] KATHY I'LL SAVE MY 117 QUESTIONS FOR THE Q&A THANK YOU.

TRUSTEE SO I'VE GOT TWO TRUSTEES IN THE QUEUE.

IS THIS FOR ROUND TWO? TRUSTEE DEIGAARD AND TRUSTEE GUIDRY.

TRUSTEE DEIGAARD WOULD LIKE US TO MOVE ON TO THE OTHER AGENDA ITEM OF ALIGNING ALL OF THIS TO OUR POLICY.

OKAY, I'M GOING TO ASK MY QUESTIONS AND THEN OK AND THEN MYRNA IS IN THE QUEUE.

YEAH, THIS IS ROUND ONE FOR ME.

SO MY QUESTION, IT'S ABOUT ESSER MONEY.

SO MY UNDERSTANDING IS THE FEDERAL GOVERNMENT ONLY PUT ONE RESTRICTION ON ESSER.

WELL, I SHOULDN'T SAY ONE RESTRICTION.

MY UNDERSTANDING IS IF YOU'RE YOU'RE GOING TO CHANGE HOW YOU SPEND ESSER MONEY THAT THE FEDERAL GOVERNMENT REQUIRES PUBLIC INPUT.

SO WHAT WE SUBMITTED TO TEA IN JULY OR WHENEVER THAT WAS JUNE, IS THAT CORRECT? THAT'S CORRECT. AND CHIEF GLENN REED CAN CAN SHARE A LITTLE ADDITIONAL INSIGHT HERE.

YEAH. SO WHAT WE WHAT WE SUBMITTED TO TEA WE DO WE DO DO AMENDMENTS.

TO THAT WITH TEA WE'VE DONE ONE MINUTE WE GOT THE ADDITIONAL DOLLARS.

BUT BUT YES, WE DO GET INPUT ON, ON CHANGES TO OUR OVERALL PLAN.

WHAT DOES THAT INPUT LOOK LIKE? ACTUALLY, IS PAM HERE YET? SHE CAN ARTICULATE IT BETTER THAN I CAN.

GOOD AFTERNOON. SO WE'VE GONE THROUGH SURVEYS.

WE'VE HAD SURVEYS.

WE'VE ALSO MET WITH PRINCIPALS.

WE'VE MET WITH AS THE CHIEFS HAVE MET GETTING INPUT FROM THEIR VARIOUS DEPARTMENTS, BUT THE SURVEYS THAT WE SENT OUT, THOSE ARE WHERE WE'RE GETTING MOST OF THE INPUT FROM THE COMMUNITY. AND MY QUESTION, IS THERE A SCHOOL DISTRICT THAT HAS A SIMILAR MODEL TO WHAT YOU ARE PROPOSING THAT YOU'RE LOOKING AT? I THINK WHAT YOU'RE SEEING IS KIND OF AN ITERATION OF ALL OF OUR RESEARCH, ITERATION OF THE FEEDBACK THAT WE RECEIVED.

SO AS I MENTIONED EARLIER, THIS IS THE HISD HYBRID PLAN.

AND WE FEEL LIKE IT'S A MATCH, LIKE A GLOVE THAT FITS WHAT WE'VE HEARD, WHAT WE'VE SEEN AND WHAT WE NEED. SO I'M HEARING YOU SAY THERE'S NOT LIKE ONE THAT ALREADY EXISTS THAT WAY. THERE COULD BE.

BUT I CAN'T NAME A SPECIFIC PLAN THAT HAS EVERY COMPONENT THAT WE'VE WE'VE INFUSED HERE.

OKAY. AND THEN OK I THINK THOSE ARE MY QUESTIONS FOR NOW.

TRUSTEE GUIDRY. THANK YOU.

HOW EXCITING TO BE ON BREAKING EDGE OF EDUCATION AND I'M EXCITED ABOUT IT.

I KNOW IT NEEDS WORK AND WE'RE WILLING TO PUT IN THE WORK, BUT I AM EXCITED TO BE ON THE BREAKING EDGE OF A NEW MODEL.

ON PAGE 57, THAT $30 MILLION I HEARD CHIEF REED KEEPS SAYING IS NOT CONSERVATIVE, IT IS A REACH.

SO WHAT DO YOU BELIEVE IS WITHIN REACH? I THINK THE $30 MILLION IS WITHIN REACH.

YOU DO THINK IT'S GOING TO REACH OK BECAUSE THAT WOULD AFFECT THAT $106 MILLION, CORRECT? IF IT DOES NOT MAKE IT, THAT COULD BE HIGHER OR LOWER.

IT COULD BE, YES.

OKAY. AND TRUSTEE GUIDRY, WHAT I WHAT I WOULD SAY IS THAT ALVAREZ AND MARCELL IS HERE.

AND AS I'VE SAID IN PREVIOUS WORKSHOPS, GLENN AND JIM HAVE WORKED VERY CLOSELY TOGETHER.

SO I DON'T I DON'T KNOW THAT THAT'S JUST A HISD REACH.

I THINK WE'VE WE'VE GOT SOME PROFESSIONALS THAT WE'VE WORKED WITH CLOSELY THAT WOULD AGREE WITH THAT AS WELL.

OKAY. THANK YOU.

ON PAGE 41, THAT NON SALARY GENERAL FUND BASED ON ENROLLMENT SIZE.

MY CONCERN WITH THAT IS DOES THAT GIVE RISE AGAIN TO EQUITY ISSUES? 41. DR.

BIRD IF YOU DON'T MIND SHARING SOME INSIGHT HERE.

I'M SORRY, TRUSTEE COULD YOU REPEAT YOUR QUESTION? I'M SORRY. DOES IT GIVE RISE AGAIN TO EQUITY ISSUES IF WE'RE GIVING BASED ON ENROLLMENT SIZE OF THE CAMPUS? CORRECT. SO THE BIGGER SCHOOLS ARE GOING TO GET MORE MONEY? WELL, IT'S NOT JUST IT'S NOT JUST ENROLLMENT.

IT'S ALSO THE FACTORS IN THE SCHOOLS.

SO SCHOOLS THAT HAVE HIGHER NEED POPULATIONS BASED UPON THOSE THAT RISK LOAD FACTORS, THEY'RE GOING TO THEY. THAT'S A SEPARATE ITEM, SIR.

THE FIRST ONE IS THE WEIGHTED.

OH I'M SORRY. YEAH.

[04:05:01]

THAT'S THE BASED ON THE RISK INDICATORS AND THEN THE NON SALARIED GENERAL FUNDS THAT'S BASED ON ENROLLMENT. SO IT'S PER STUDENT.

YEAH. SO AGAIN THE SCHOOL LARGER SCHOOLS WOULD GET MORE MONEY BECAUSE IT'S PER PER STUDENT. CORRECT. YEAH.

BECAUSE THEY SERVE MORE STUDENTS. THAT'S RIGHT.

OKAY. AND THEN THE LAST QUESTION I HAVE IS YOU SAID YOU SPOKE TO THE PRINCIPALS ON SLIDE 29, BUT MY CONCERN IS THAT AP REDUCTION IN ANY SCHOOL BECAUSE THE ASSISTANT PRINCIPALS ARE UTILIZED FOR MORE THINGS THAN JUST THOSE SPECIFIC ITEMS. AND I JUST WANT TO MAKE SURE THAT YOU'VE SPOKEN TO THE PRINCIPALS ABOUT ANY REDUCTIONS IN APS, BECAUSE THEY ARE SAFETY MEASURES, THEY ARE COUNSELORS, THEY ARE THEY ARE ALL OVER THE BOARD. AND SO I JUST WANT TO MAKE SURE THAT YOU'VE SPOKEN TO THEM BECAUSE YOU SAID YOU TALKED TO OTHER DISTRICTS OR YOU LOOKED AT OTHER DISTRICTS ABOUT THAT.

BUT HAVE YOU TALKED TO OUR DISTRICT? YES. THERE'S THERE'S BEEN MULTIPLE OPPORTUNITIES OF FEEDBACK BETWEEN PRINCIPALS TO TAKE A CLOSE LOOK AT THIS. AND THAT'S WHY, YOU KNOW, WE TRIED TO DO SOMETHING THAT HASN'T BEEN DONE AND SHARE THOSE ALLOCATIONS PUBLICLY.

SO, YOU KNOW, WE COULDN'T NECESSARILY SIT AND SAY, YOU KNOW, WE'VE HAD A LOT OF PRINCIPALS THAT LOST X.

WE WANT THE DATA OUT THERE, WE WANT THE INFORMATION OUT THERE.

AND WE'VE PROVIDED AS MANY OPPORTUNITIES COLLECTIVELY, SMALL GROUP, INDIVIDUALLY, TO SIT DOWN TO TAKE A CLOSE LOOK AT WHAT ANY CONCERNS ARE TO LEAD US TOWARD WHERE WE ARE RIGHT NOW AND THE ADJUSTED HYBRID MODEL.

THANK YOU. THANK YOU ALL.

TRUSTEE HERNANDEZ.

SO I'M THINKING ABOUT ENROLLMENT AND HOW THIS FTE MODEL IS GOING TO AFFECT ENROLLMENT.

AS YOU ALL KNOW, I WAS AN HISD STUDENT WHO TRAVELED 2 TO 3 HOURS A DAY TO GET TO MY SCHOOL. WHEN I WAS IN HISD MY NEIGHBORHOOD, SCHOOLS, HAD A NURSE, HAD A LIBRARIAN, AND THAT WAS STILL NOT GOOD ENOUGH FOR MY IMMIGRANT PARENTS.

I KNEW LITTLE ABOUT EDUCATION TO SEND ME TO THOSE SCHOOLS.

SO HOW IS THIS FTE MODEL GOING TO CHANGE EDUCATIONAL OUTCOMES AT OUR NEIGHBORHOOD SCHOOLS? THE IDEA IS TO ENSURE, ESPECIALLY WHEN WE TALK ABOUT OUR THAT 126 SCHOOLS THAT ARE UNDER ENROLLED.

THOSE ARE THE SCHOOLS THAT IN MANY INSTANCES HAVE NOT BEEN ABLE TO TO OFFER THE BASELINE EXPERIENCE THAT A CHILD THAT MAY NOT HAVE THE WEALTH OR OR MAY NOT BE IN A SITUATION WHERE THEY HAVE THE NUMBER OF KIDS IN THEIR SCHOOL TO HAVE ALL OF THE OFFERINGS THAT A CHILD DESERVES.

SO THOSE ARE THE SCHOOLS THAT I THINK CAN I THINK ALL SCHOOLS WILL HAVE THE OPPORTUNITY TO BENEFIT AND MAINTAIN.

BUT IN MANY SITUATIONS, THOSE ARE THE KIND OF SCHOOLS WHERE YOU CAME FROM, YOUR NEIGHBORHOOD THAT WILL ALLOW FOR THAT EXPERIENCE THAT THAT MAY NOT OTHERWISE BEEN HAVE COULD HAVE BEEN EXPERIENCED IN SOME INSTANCES BECAUSE OF THE LACK OF FUNDING OR SUBSIDY THAT HAD TO BE PROVIDED TO SUPPORT THAT SCHOOL.

SO THEY WOULD BE RECEIVING SMALL SCHOOL SUBSIDIES AND THEN EXTRA MONEY FOR MAGNETS.

NO, SMALL SCHOOL SUBSIDIES WOULD ACTUALLY, IN THIS MODEL GO AWAY.

SO THE $30, I THINK $4 MILLION THAT WE WERE FOCUSING ON WITH SMALL SCHOOL SUBSIDIES WILL GO AWAY BECAUSE WE HAVE THIS NOW BASELINE EXPERIENCE THAT WOULD SUPPORT THAT, THAT THOSE THINGS THAT WERE NOT THERE INITIALLY IN THOSE SCHOOLS.

DO WE HAVE THE NUMBER OF FOR MAGNET FUNDS FROM THIS CURRENT SCHOOL YEAR? PER MAGNET FUNDS.

FOR MAGNET FUNDS ON PAGE 41, WE HAVE 22-23 MAGNET FUNDS, $21.8 MILLION.

DR. BIRD. WE CAN.

WE CAN GET IT. BUT DO YOU KNOW OFF THE TOP YOUR HEAD, GLENN? WE'LL GET IT. WE'LL GET IT FOR YOU.

THANK YOU. TRUSTEE DEIGAARD.

IT IS ALMOST 6:00 I REALLY THINK WE NEED TO ALIGN THIS FOR POLICY, BUT WE'RE LOSING TRUSTEES AND I THINK WE NEED KENDALL'S NOT HERE.

I MEAN, LIKE, I NEED TO GO TAKE CARE OF SOMETHING.

I JUST FEEL LIKE WE'VE MISSED OUR OPPORTUNITY TONIGHT FOR OUR CONVERSATION.

BUT I'M LIKE, I'M LOOKING AT THE CLOCK AND IT'S 6:00 AND I THINK EVERYBODY IS GETTING TIRED AND THE STAFF HAS BEEN HERE ALL DAY.

AND SO. KATHY'S THE LAST ONE IN THE QUEUE.

[04:10:15]

SHE TOLD ME I CAN GO AHEAD [INAUDIBLE] SAID I CAN GO AHEAD.

SO CAN WE GET A LIST OF THE SCHOOLS THAT HAVE MAGNET PROGRAMS? SURE. AND THEN CAN WE ALSO HAVE ON THAT LIST THOSE THAT HAVE THOSE THAT ARE IDENTIFIED AS BACCALAUREATE PROGRAMS, IVY PROGRAMS. AND ON THAT SAME LIST, CAN WE GET THOSE SCHOOLS ID'D AS HAVING.

WHAT IS IT WHEN YOU GO TO COLLEGE COURSE? EARLY COLLEGE. THANK YOU.

I'D LIKE TO SEE ALL THOSE PROGRAMS. CORRECT. CTE.

YES. AND THAT MAY HELP US WITH HAVE THAT IN FRONT OF US SO THAT WE CAN SEE COLLECTIVELY WHERE THE DESSERTS ARE FOR THOSE THAT HAVEN'T VISITED.

I THINK THAT'LL BE GOOD INFORMATION FOR US ALL TO HAVE.

SO THANK YOU. SURE.

OKAY. SO TRUSTEES, I'M GOING TO ASK A SET OF QUESTIONS.

THESE WERE IN THE DOCUMENT THAT I HAD SENT YOU TO HELP US THINK ABOUT ALIGNMENT TO OUR BOARD GOALS AND OUR CONSTRAINTS.

AND OUR THEORY OF ACTION IS ALSO CONSIDERED A CONSTRAINT, KIND OF LIKE AN OVERARCHING CONSTRAINT. SO I'M GOING TO ASK A SERIES OF QUESTIONS AND IT'S GOING TO BE IF YOU DISAGREE, THEN THE ANSWER WOULD BE YES.

SO IF YOU WANT TO ANSWER THE QUESTION AND EXPLAIN WHY, PLEASE INDICATE IN THE QUEUE.

SO I'M GOING TO ASK YOU A SERIES OF QUESTIONS BASED ON ALIGNMENT TO THE CONSTRAINTS AND OUR GOALS AND THE THEORY OF ACTION BEING INCLUDED AS A CONSTRAINT.

SO THE QUESTION IS GOING TO BE IF YOU DISAGREE.

SO IF YOU DISAGREE, YOU CAN INDICATE IN THE QUEUE YOUR DESIRE TO SPEAK.

LET ME CLEAR THE QUEUE.

THIS IS THE DOCUMENT YOU SENT? YES.

THIS IS FROM THE DOCUMENT I SENT Y'ALL.

DOES ANYONE DISAGREE THAT CONSTRAINT ONE IS NOT BEING HONORED IN THIS BUDGET? [INAUDIBLE] SATURDAY.

OH, YEAH, THAT'S A GOOD IDEA.

I SENT IT.

I THINK IT WAS SATURDAY.

HERE, I'LL READ. I'LL READ CONSTRAINT ONE FOR YOU.

YEAH. MADAM PRESIDENT, A POINT OF ORDER, PLEASE.

I'D LIKE TO MOVE THAT.

WE POST THIS TO THE NEXT MEETING SO WE HAVE TIME TO LOOK AT THIS AND DIGEST AFTER GIVING ALL OF THE INFORMATION THAT WE GET TODAY.

IF THAT IS THE WILL OF THE BOARD.

YEAH. DO I NEED TO SAY YOU HAVE A SECOND? OKAY. IS THERE ANY DISCUSSION? SO ACTUALLY, I SEE WHERE YOU'RE GOING.

SORRY.

SORRY. I'M SO.

YEAH, I MEAN, I HEAR NOW WHERE YOU'RE GOING WITH THIS.

I ACTUALLY DO THINK CONTRADICTING MYSELF FROM EARLIER.

I THINK WE'RE ALL GETTING TIRED, BUT WE HAVE AN ADMINISTRATION THAT IS ALREADY AT THE CAMPUS LEVEL IMPLEMENTING BUDGETARY.

THE MOST SIGNIFICANT STRUCTURAL CHANGE TO HOW SCHOOLS ARE RESOURCE ALLOCATED IN THE PAST TWO DECADES AND PRINCIPALS ARE ALREADY BEING ASKED TO LIST WHICH POSITIONS ARE GOING TO ELIMINATE. SO I ACTUALLY DO THINK IF WE CAN DO THIS VERY QUICKLY, GO THROUGH THIS.

I THINK THAT'S A GOOD IDEA.

AND SO IF WE WERE MEETING NEXT WEEK, I'D FEEL DIFFERENTLY.

BUT I REALIZE WE'RE NOT MEETING FOR TWO WEEKS.

TRUSTEE, ALLEN.

I WANTED TO AGREE WITH THE.

FIRST OF ALL, I HAVE NOT READ THE WHATEVER YOU'RE TALKING ABOUT, AND I THINK MOST OF US HAVE NOT. SO I DON'T KNOW WHEN IT EVEN CAME IN.

SO I WOULD THINK THAT WE'RE NOT READY TO ANSWER IT IF WE HAVE NOT READ IT.

AND I NEED YOU TO TELL ME WHERE IT IS, BECAUSE I USUALLY LOOK AT MY EMAIL, BUT SOMETIMES IF SOMEBODY RESPONDS BACK, IT GOES UP UNDER SOMEBODY ELSE'S NAME.

SO WE NEED TO AND IT GETS LOST.

I CAN RESEND IT. AND IT WAS IT WAS LIKE HYPERLINKED.

SO IT WASN'T AN ATTACHMENT.

SO MAYBE THAT'S WHAT'S CONFUSING.

SO I SENT IT SATURDAY NIGHT, BUT I'LL RESEND IT.

[04:15:01]

IT'S BASICALLY A DOCUMENT OF LIKE, WHAT'S OUR ROLE AS TRUSTEES? AND THEN THESE QUESTIONS ARE EMBEDDED IN THERE.

SO BASICALLY WE GO ONE BY ONE, RIGHT, OF EACH GOAL AND EACH CONSTRAINT.

IS THERE ALIGNMENT.

SO JUST ONE. YES.

I JUST NEED A LITTLE TIME TO BE ABLE TO PREPARE.

SORRY. TRUSTEE GUIDRY.

I'M JUST GOING TO DIDDLE TRUSTEE ALLEN.

WE NEED MORE TIME.

TRUSTEE SANTOS.

PRESIDENT CRUZ, THANK YOU SO MUCH FOR BRINGING THAT FORWARD IN A TIME YOU DID IT ON SATURDAY. I SAW THE EMAIL, BUT AFTER THE INFORMATION THAT WAS PRESENTED TODAY FROM DR.

ROSA AND FROM THE ADMINISTRATION, I WOULD REALLY NEED TIME TO DIGEST, TO GIVE IT A FAIR AND GENUINE AND AUTHENTIC RESPONSE.

SO THANK YOU.

TRUSTEE BLUEFORD-DANIELS.

MADAM PRESIDENT, MAY WE CALL FOR THE VOTE? YEAH. LET ME JUST SAY ONE THING BEFORE WE VOTE.

I HOPE THAT YOU WILL DO YOUR HOMEWORK AND TAKE THE TIME.

AND I REALIZE EVERYBODY'S BEEN DOING THEIR HOMEWORK.

I'M NOT SAYING, BUT I THINK THE MOST IMPORTANT THING FOR US AS TRUSTEES IS THAT IS THE NUMBER ONE QUESTION. DOES IT ALIGN TO OUR GOALS AND CONSTRAINTS? AND ALL OF THE OTHER QUESTIONS ARE IMPORTANT AND IT'S GOOD FOR US TO HAVE THAT INFORMATION. BUT ULTIMATELY, THAT'S WHAT WE SHOULD BE JUDGING THIS ON.

PLEASE VOTE.

SO WE'RE VOTING TO POSTPONE THE CONVERSATION.

AND I WOULD ASK IF WE START WE CAN START THE BUDGET WORKSHOP WITH THIS CONVERSATION NEXT TIME. SO THE MOTION IS TO POSTPONE.

PLEASE VOTE.

TRUSTEE DEIGAARD. I WOULD LIKE TO MAKE AN AMENDMENT TO THE AMENDMENT THAT WE DO NOT HAVE ANOTHER BUDGET CONVERSATION UNTIL WE ALIGN THIS TO OUR GOALS AND OUR CONSTRAINTS PLEASE.

FOUR FOR, TWO AGAINST, ZERO ABSTENTIONS.

GET MY SCRIPT.

OH AND TRUSTEES JUST A REMINDER.

PLEASE SUBMIT YOUR BUDGET QUESTIONS TO MR. TRINH BY MONDAY AT 10 A.M..

IF YOU WANT TO DO IT SOONER, I THINK THAT WOULD PROBABLY BE HELPFUL WITH NO FURTHER BUSINESS TO. OH, I'M SORRY.

SOMEONE ELSE GOT IN THERE. OKAY.

SORRY. SO, FIVE FOR, TWO AGAINST.

THANK YOU. WITH NO FURTHER BUSINESS TO DISCUSS, THIS MEETING OF THE BOARD IS ADJOURNED.

THE TIME IS 5:57 P.M.

ON MARCH 31, 2022, BUENAS TARDES.

* This transcript was compiled from uncorrected Closed Captioning.