[CALL TO ORDER]
          [00:00:05]
          THIS MEETING IS NOW CONVENED THE TIME IS 2:02 P.M.. 
          BOARD MEMBERS PRESENT IN THE BOARD AUDITORIUM ARE TRUSTEE SANTOS, TRUSTEE CRUZ, TRUSTEE BLUEFORD-DANIELS, TRUSTEE DEIGAARD, TRUSTEE BAKER, TRUSTEE HERNANDEZ, TRUSTEE GUIDRY, TRUSTEE WADE. 
          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 WHO WISH TO ADDRESS OUR WORKSHOP TOPIC THE 2022-2023 BUDGET. 
          WE WILL HAVE NINE 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. 
          BUT YOU MAY NAME YOUR OWN CHILD. 
          WE WILL BEGIN WITH THE SPEAKERS IN OUR AUDITORIUM. 
          WILL GARY MONROE PLEASE COME TO THE PODIUM? AS I CALL THE NEXT NAMES, PLEASE TAKE A SEAT ON THE FRONT ROW. 
          AMY MADDOX. 
          MAXINE TREECE. 
          JUDY CHENG. 
          JANICE THOMAS. 
          THIS IS THE MOST SEGREGATED SCHOOL DISTRICT IN THE COUNTRY. 
          I'VE BEEN SITTING IN MY CAR SINCE LAST NIGHT. 
          AND I GOT TO CALL A SPADE A SPADE, I'M TIRED, MAN. 
          I DIDN'T GO IN THE HOUSE. 
          IT'S SEGREGATED FOR A LOT OF REASONS AND THERE'S NO HONESTY WHEN WE SPEAK OF IT TODAY. 
          I GET TWO SHOTS AT IT. 
          SO WE PAY MILLIONS OF DOLLARS TO PEOPLE WHO CAN'T SEEM TO FIGURE OUT THE SAME PROBLEM WE DEAL WITH EVERY YEAR. BUT THE BLACK KIDS ARE THE ONES THAT GET THE BRUNT OF IT. 
          EVERYBODY CRYING ABOUT WHAT THEY WANT AND WHAT THEY NEED. 
          BUT THE BLACK KIDS AIN'T GOT NOTHING IN OUR SCHOOLS. 
          YOU WANT TO TAKE AWAY FROM THIS AND TAKE AWAY FROM THAT. 
          THERE'S NOTHING TO TAKE AWAY FROM US. 
          NOTHING. YOU SIT UP HERE LIKE YOU, HOLIER THAN THOU. 
          SOME OF Y'ALL AIN'T GOT THE WHEREWITHAL OF A BAG OF ROCKS. 
          BECAUSE YOU CAN'T MAKE A COMMON SENSE DECISION. 
          YOU GOT ONE, TWO EMPLOYEES. 
          IN THE REAL WORLD. 
          THIS MUCH FAILURE, YOU LOSE YOUR JOB. 
          WE DON'T DO THAT HERE. SEE, WHAT WE DO IS WE MAKE MISTAKES. 
          AND WE KEEP TRYING TO LET PEOPLE FIX THEM THAT MAKE THEM. 
          MILLIONS OF DOLLARS IN ESSER FUNDS TO AN ADMINISTRATION THAT CAN'T COME UP WITH A SOLUTION TO A PROBLEM. 
          WAH, WAH, WAH, WAH, WAH, WAH, WAH [INAUDIBLE]. 
          SEE I'M TALKING IN A LANGUAGE YOU DON'T UNDERSTAND, BUT I'M GONNA MAKE YOU SMELL MY COLOGNE AT FIVE. 
          AMY MADDOX. 
          MAXINE TREECE. 
          JUDY CHENG. FIRST I WANT TO SAY THANK YOU. 
          THANK YOU FOR BEING TRANSPARENT. 
          THANK YOU FOR LISTENING TO THE COMMUNITY, ACCEPTING FEEDBACK, AND THANK YOU TO THE TRUSTEES FOR PUSHING FOR TRANSPARENCY AND FEEDBACK. 
          I THINK THAT THERE WAS CONSENSUS THAT THERE WERE PARTS OF THE BUDGET AND STAFFING MODELS, SPECIFICALLY CUTS AT THE SCHOOL LEVEL AND LACK OF FEEDBACK FROM PRINCIPALS AS TO WHAT THEY NEED THAT WERE DETRIMENTAL TO SCHOOLS AND THEREFORE DETRIMENTAL TO KIDS. 
          BUT THERE ARE, OF COURSE, PARTS OF THE STRATEGIC PLAN THAT ARE VERY GOOD. 
          FOR ME REBUILDING TRUST AND TEACHER RAISES ARE AT THE TOP OF THAT LIST. 
          I THINK EVERYONE HERE WANTS WHAT'S BEST FOR KIDS, AND THE QUESTION IS SIMPLY HOW TO GET THERE. SO IN THE INTEREST OF CONTINUING FEEDBACK, HERE IS MINE. 
          WE DO NEED TRANSFORMATIVE CHANGE. 
          SOMEONE SAID TO ME YESTERDAY, TRANSFORMATIVE CHANGE WOULD BE HISD DOING BLANKETY BLANK RIGHT FOR ONCE. 
          SO LET'S GET THIS RIGHT. 
          LET'S RECOGNIZE THAT THERE'S NO ONE SIZE FITS ALL SOLUTION IN OUR DISTRICT. 
          BUT THAT DOESN'T MEAN THERE CAN'T BE BASELINE REQUIREMENTS AND COMMON GOALS. 
          BUT WE NEED A PROCESS TO GET IT RIGHT STEP BY STEP. 
          STAKEHOLDER ENGAGEMENT IS THE FIRST STEP AND IT SHOULD CONTINUE AT EVERY STEP. 
          TWO WAY COMMUNICATION, NOT JUST PRESENTATIONS, FEEDBACK FROM THE BOARD AS TO THEIR 
          [00:05:01]
PRIORITIES, FEEDBACK FROM THE COMMUNITY AS TO THEIR PRIORITIES, FEEDBACK FROM TEACHERS, PRINCIPALS AND SDMCS. 
          PEOPLE COME TO SCHOOLS, THEY DON'T COME TO HISD, THEY COME SOMETIMES DESPITE HISD, SO ENGAGE AT THE SCHOOL LEVEL. 
          QUALITY FEEDBACK WITH THE UNDERSTANDING THAT EVERY DECISION HAS A TRADE OFF AT EVERY STEP, ENGAGE WITH THE BOARD, THE COMMUNITY AND THE SCHOOLS. 
          LET'S GET THIS RIGHT THIS TIME. 
          MAXINE TREECE. 
          JUDY CHANG. JANICE THOMAS. 
          GOOD AFTERNOON. 
          MY NAME IS MAXINE TREECE, I AM THE PROGRAM SPECIALIST FOR IB ELEMENTARY AND MIDDLE SCHOOL, SPEAKING ON BEHALF OF TEACHERS, STUDENTS AND IB LEADERS. 
          FOREMOST WE WANT TO SAY THANK YOU FOR AN OPPORTUNITY TO BE HEARD ON THE BUDGET. 
          WE ALSO WANTED TO HIGHLIGHT A FEW THINGS ABOUT IB IN HISD. 
          WE ARE AN IB NATIONAL POWERHOUSE, THE SECOND LARGEST IB DISTRICT IN THE NATION. 
          IB AFFORDS PRE-K THROUGH 12 STUDENTS ACCESS TO LEARNING THAT EQUATES TO A PRIVATE SCHOOL EDUCATION, GIVING STUDENTS THE OPPORTUNITY TO GRADUATE WITH TWO YEARS OF COLLEGE CREDIT. 
          90% OF HIGH SCHOOL IB DIPLOMA PROGRAM STUDENTS IMMEDIATELY ENROLL IN A FOUR YEAR UNIVERSITY. THIS TYPE OF SUCCESS CAN ONLY BE ACCOMPLISHED BY PROPERLY FUNDING THE BEDROCK OF THE IB CONTINUUM, ITS ELEMENTARY AND MIDDLE SCHOOL PROGRAMS AS WELL AS THE HIGH SCHOOL PROGRAMS. OUR COLLECTIVE OF IB SCHOOLS IS SEEKING FUNDING TO ALIGN WITH SUPERINTENDENT HOUSE'S FIVE YEAR STRATEGIC PLAN THAT HIGHLIGHTS A COMMITMENT TO EQUITY AND OPPORTUNITY AND PROGRAM EXCELLENCE. 
          WE'VE SHARED OUR NEEDS IN WRITING, WE NEED TEACHERS. 
          AS A PARENT TO FOUR HISD STUDENTS, THEIR IB CAMPUS. 
          BELLAIRE HIGH SCHOOL, THE STATE'S FIRST IB PROGRAM, STANDS TO LOSE 30 TEACHERS. 
          WE NEED DEDICATED IB COORDINATORS. 
          WE NEED RESOURCES. 
          THERE ARE CLASSROOMS WHERE STUDENTS ARE STILL LEARNING FROM OVERHEAD PROJECTORS. 
          WE HAVE LIBRARY WITHOUT CURRENT RESOURCES TO SUPPORT OUR IB PROGRAMS. WE NEED A BUDGET THAT LEADS TO EXCELLENCE IN OUR PROGRAMS. THANK YOU. JUDY CHANG. 
          JANICE THOMAS. 
          THANK YOU. AS A PARENT AND TAXPAYER, I WANT HISD TO SUCCEED. 
          AND FOR ALL OF YOU WHO ARE HERE TODAY, WE ALL WORK HARD TO BE WHERE WE ARE. 
          AND WHEN YOU ACCEPTED YOUR POSITIONS, YOU HAVE AN OBLIGATION TO MAKE SURE THAT ALL STUDENTS SUCCEED. 
          I WAS DISAPPOINTED WHEN THE PREVIOUS ALLOCATION CONTAINED PROJECTED ENROLLMENT ERRORS, SO OBVIOUS THAT SOMEONE DID NOT CHECK THOSE NUMBERS. 
          OR JUST SIMPLY DON'T UNDERSTAND HOW HISD ENROLLMENT WORKS. 
          IF THE NEW DEMOGRAPHER IS CORRECT. 
          HISD HAS A BIGGER PROBLEM. 
          THE PROJECTED ENROLLMENT LOSS IS A LOSS OVER $50 MILLION IN REVENUE. 
          OUT OF THOSE TOTAL ENROLLMENT LOSS OF 6,264, 65% ARE PROJECTED IN THE TA RATE OF A AND B SCHOOLS. THINK ABOUT THAT HARD. 
          I'M REALLY WORRIED. 
          WE HARDLY HAVE HAD A NORMAL YEAR SINCE THE PANDEMIC STARTED. 
          MOST OF THE STUDENTS ARE CATCHING UP. 
          OUR KIDS DESERVE BETTER AND NEED THE SUPPORT FROM ALL OF YOU. 
          UNTIL YOU CAN ADDRESS SOME OF THE INEFFICIENCY AT THE CENTRAL OFFICE, YOU HAVE NOT EARNED YOUR MARK TO CENTRALIZE ALLOCATIONS AND TO MICROMANAGE. 
          TALK TO ANYONE. WE HAVE DEALT WITH HISD APPROVED VENDORS. 
          YOU KNOW THAT WE'RE PAYING A LOT MORE THAN THINGS THAT COST. 
          I RESPECT YOU. 
          NOW YOU HAVE MANY HARD DECISIONS AHEAD, AND I HOLD YOU TO A HIGH STANDARD AS THE FUTURE OF OUR CHILDREN ARE AT STAKE. 
          80% OF THE HISD STUDENTS ARE ECONOMICALLY DISADVANTAGED. 
          SO FOCUS ON THE REAL LEARNING AND MAKE OUR SCHOOL BETTER BECAUSE MEDIOCRITY IS NOT ACCEPTABLE. THANK YOU. 
          WE'VE BEEN JOINED BY TRUSTEE ALLEN, JANICE THOMAS. 
          GOOD AFTERNOON. AS YOU SEEK WISDOM IN UTILIZING THE FUNDS, THAT THAT WOULD BE SENT TO HISD, I WANT TO SHARE THIS WITH YOU ALL. 
          IN OUR INDIVIDUAL LEADERSHIP ROLES OF SELF, OUR FAMILIES AND COMMUNITIES AND CORPORATE. 
          WE MUST BE MINDFUL OF OUR SERVICE, SERVICE TO OTHERS, MINDFUL OF ACCOUNTABILITY AND RESPONSIBILITY IN OUR LEADERSHIP ROLES, THE DECISIONS LEADERS MAKE TODAY WILL HAVE AN IMPACT ON THE LIVES OF OTHERS, BOTH POSITIVE AND NEGATIVELY. 
          [00:10:01]
ALTHOUGH HISD HAS MANY GOALS, THERE ARE ALSO MANY WOES. 
          MY CONCERN IS FOR THE OVER 40 LOW PERFORMING SCHOOLS WHICH OUR CHILDREN ATTEND. 
          THESE SCHOOLS STRUGGLE IN AREAS OF OPERATION SERVICE, EDUCATIONAL DELIVERY, EDUCATIONAL OPPORTUNITY AND SUPPORT SERVICE, WHICH HAS OR DOES NOT ALWAYS PRODUCE POSITIVE OUTCOMES FOR OUR CHILDREN. MY CONCERN IS ALSO FOR THE NUMBER OF CHILDREN WHO ARE NOT READING ON GRADE LEVEL, ESPECIALLY THIRD GRADE LEVEL. 
          OUR CHILDREN HAVE THE ABILITY TO LEARN AS THEY LEARN EVERY DAY. 
          BUT WHY ARE THEY NOT LEARNING WHAT THE TEACHERS ARE TEACHING? IS IT THE LACK OF INTEREST IN THE MATERIAL, OR IF WE REALLY DIVE DEEP OR IS IT THE EDUCATIONAL DELIVERY OF THE INSTRUCTION BY THE TEACHER? I BELIEVE THIS IS ONE OF THE GREATEST CHALLENGES FOR THE DISTRICT. 
          AND THE SOLUTION IS NOT TO CLOSE SCHOOLS WITHOUT FIRST IDENTIFYING THE WHY CHILDREN ARE NOT READING ON GRADE LEVEL. 
          EACH OF YOU. 
          HAVE LOW PERFORMANCE SCHOOLS IN YOUR DISTRICT, WITH THE EXCEPTION OF DISTRICT SEVEN. 
          BUT THE PROBLEM BELONGS TO ALL OF YOU, COLLECTIVELY. 
          THANK YOU. WE WILL NOW HEAR FROM SPEAKERS ON THIS TOPIC WHO HAVE REGISTERED TO ADDRESS THE BOARD VIA ZOOM. 
          PLEASE REMEMBER THAT WE MUST SEE YOU LIVE WITH YOUR CAMERA ON AS YOU SPEAK. 
          IF YOU ARE WATCHING THE 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. TRINH, PLEASE IDENTIFY AND ADMIT OUR ZOOM SPEAKERS. 
          OUR FIRST SPEAKER WILL BE DWIGHT JEFFERSON. 
          DWIGHT JEFFERSON, GO AHEAD AND TURN YOUR CAMERA ON SO THAT WE CAN SEE YOU AND YOU MAY BEGIN. OKAY FIRST OF ALL, THANK YOU ALL FOR LETTING ME COME IN TODAY. 
          IN THIS LIGHT, I WANTED TO I SIGNED UP TO COME IN AND SPEAK IN SUPPORT OF THE SUPERINTENDENTS PLAN FOR TAKING CERTAIN SPECIFIC ITEMS OUT OF THE DECENTRALIZED FROM UNDER THE DECENTRALIZED OPERATIONS AND BRING THEM IN UNDER THE CENTRALIZED CONTROL. AND THAT IS RELATED TO LIBRARIES, NURSES AND COUNSELORS. 
          I THINK THAT THE SUPERINTENDENT THAT THE BOARD SHOULD GIVE THE SUPERINTENDENT AN OPPORTUNITY TO DO HIS JOB. 
          I WILL COMMEND HIM ON THE COMPROMISE THAT HE HAS PROPOSED AFTER HIS CONVERSATIONS WITH BOARD MEMBERS. 
          I THINK IT IS IN THE FORM OF A REASONABLE ACCOMMODATION, BUT I THINK MOST IMPORTANTLY, THE BOARD HAS TO CONCLUDE AT A CERTAIN POINT THAT THESE PARTICULAR SERVICES, I.E. 
          LIBRARIES, NURSES, AND FINE ARTS ARE ESSENTIAL COMPONENTS TO PROVIDING HISD STUDENTS WITH A WELL-ROUNDED EDUCATION. 
          I KNOW WHEN I WAS CAMPAIGNING FOR THE DISTRICT SEVEN BOARD BOARD POSITION AND MANY OF THE MEETINGS I WENT TO, EQUITY WAS INVARIABLY ON THE AGENDA. 
          AND I THINK THAT THOSE CONCERNS AND SEEING THAT WE GET EQUITY THROUGHOUT THE SYSTEM, BASED UPON WHAT I'VE READ IN THE RECENT NEWSPAPER REPORT AND REGARDING THIS IS REALLY A SERIOUS CONCERN OF THE SUPERINTENDENT 
          [00:15:03]
OUR NEXT SPEAKER IS EILEEN HARRELL. 
          EILEEN HARRELL, PLEASE UNMUTE. 
          TURN YOUR CAMERA ON SO THAT WE CAN SEE YOU AND YOU MAY BEGIN. 
          GOOD AFTERNOON. LAST NIGHT I WAS FORTUNATE TO BE AT MEYERLAND MIDDLE SCHOOL AT A TOWN HALL WITH TWO TRUSTEES AND FAMILIES FROM DISTRICT ONE TO, CAMERA WE NEED TO BE ABLE TO SEE YOU. OH, SORRY. 
          THERE WE GO SORRY. 
          I WAS AT A MEETING AT MEYERLAND MIDDLE SCHOOL LAST NIGHT WITH DISTRICT WITH FAMILIES FROM DISTRICTS ONE, TWO, FOUR, FIVE AND NINE. 
          THERE WERE A LOT OF GRIEVANCES AND A LOT OF PAIN IN THE AUDITORIUM LAST NIGHT. 
          BUT THERE WAS ALSO HOPE BECAUSE FOR THE FIRST TIME IN A LONG TIME, WE WERE TOGETHER. 
          NOT US VERSUS THEM. 
          THE HAVES AND THE HAVE NOTS, TALKING PAST EACH OTHER AND FIGHTING FOR SCRAPS, BUT A SENSE OF UNITY AND WANTING BETTER FOR ALL OF OUR KIDS AND DEMANDING BETTER OF YOU, OUR LEADERS. 
          TO THAT END, I'M ASKING YOU TO PURSUE A TWO TRACK BUDGET STRATEGY. 
          TRACK ONE IS OBVIOUS WE NEED AN FY 23 BUDGET AS SOON AS POSSIBLE. 
          STAFFING DECISIONS ARE ALREADY BEING MADE, WITH DEADLINES LOOMING NEXT WEEK, WITH EXISTING LEARNING LOSSES AND NO FORETHOUGHT. 
          WE SIMPLY CANNOT AFFORD RADICAL CHANGES TO FY 23. 
          TRACK TWO IS THE LONG TERM. 
          WE MUST CHANGE HOW WE OPERATE TO ACHIEVE REAL AND SUSTAINABLE IMPROVEMENTS IN STUDENT LEARNING, NOT JUST TESTING, BUT ACTUAL LEARNING FOR ALL CHILDREN IN HISD. 
          AND WE NEED TO FIND A WAY TO DO IT WITHIN THE FINANCIAL CONSTRAINTS WE HAVE, WHILE PRESERVING THE EQUITABLE FUNDING THAT IS TAILORED TO DIFFERENTIATED NEEDS OF OUR DIVERSE STUDENTS. BUILDING THIS SOLUTION WILL TAKE MONTHS, NOT WEEKS. 
          SO WE MUST CONTINUE THE WORK WE HAVE STARTED WITH THE GOAL OF PRODUCING AN EVIDENCE BASED, DETAILED 21ST CENTURY PLAN FOR FY 24. 
          TOGETHER, WE MUST CONTINUE RESEARCHING, CONSULTING MORE EXPERTS AND CONSTANTLY ENGAGING IN THE DIALOG WITH ALL THE STAKEHOLDERS. 
          THAT STARTS WITH THE EXPERTS IN OUR CLASSROOMS, OUR TEACHERS, THEN PRINCIPALS AND SDMCS AND PARENTS AND STUDENTS AND TAXPAYERS. 
          TRADE OFFS ARE INEVITABLE, BUT WITH MORE MEETINGS LIKE WE HAD LAST NIGHT AT MEYERLAND WITH TRUSTEES AND MEMBERS OF THE ADMINISTRATIVE LEADERSHIP TEAM ACTIVELY PARTICIPATING, WE CAN ACHIEVE THE FY 24 GOAL OF CREATING EQUITABLE, EXCELLENT EDUCATION FOR ALL OUR KIDS TO BE SUCCESSFUL, PRODUCTIVE ADULTS AND LIFELONG LEARNERS. 
          THANK YOU. THANK YOU. 
          MADAM PRESIDENT, THOSE ARE ALL THE SPEAKERS IN THE QUEUE. 
          THANK YOU, MS. TRINH. TRUSTEES. 
          [CONSIDERATION AND APPROVAL OF MINUTES FROM MARCH 31, 2022]
DO I HAVE A MOTION TO APPROVE THE MINUTES OF THE SPECIAL MEETING HELD ON MARCH 31, 2022? SO MOVED HERNANDEZ, PLEASE VOTE. 
          NINE FOR ZERO AGAINST. 
          WE WILL NOW MOVE TO OUR WORKSHOP TOPIC THE 2022 2023 BUDGET SUPERINTENDENT HOUSE, YOU 
          [WORKSHOP TOPIC: 2022–2023 BUDGET (Part 1 of  2)]
HAVE THE FLOOR. THANK YOU, MADAM PRESIDENT, AND GOOD AFTERNOON TO EACH AND EVERY TRUSTEE. 
          I'M LOOKING FORWARD TO TODAY'S CONVERSATION AROUND THE BUDGET WORKSHOP. 
          THIS, OF COURSE, IS THE FOURTH IN THE SERIES OF THE WORKSHOPS LEADING TO THE ADOPTION OF THE 2022-23 BUDGET. 
          NEXT SLIDE, PLEASE. OUR AGENDA FOR TODAY BEGINS WITH REVISITING THE SIX COMMITMENTS OF THE STRATEGIC PLAN THAT WILL CHART THE DISTRICT'S STRATEGIC DIRECTION FOR THE COMING YEARS. WHILE WE HAVE SPENT A GREAT DEAL OF TIME FOCUSED ON THE FUNDING AND THE STAFFING MODEL OVER THE COURSE OF THE LAST FEW WEEKS. 
          TODAY WE MUST REMEMBER THAT THE BUDGET WILL NOT ONLY SERVE AS THE VEHICLE MOVING FORWARD, BUT WILL ACHIEVE THE GOALS AND CONSTRAINTS SET FORWARD BY THE BOARD AND WILL DRIVE US WHERE WE WANT AND SHOULD GO AS A SCHOOL DISTRICT AS WELL. 
          OVER THE PAST COUPLE OF WEEKS, WE'VE HEARD A GREAT DEAL OF FEEDBACK FROM COMMUNITY AND AND TRUSTEES AS IT RELATES TO THE PROPOSED HYBRID STAFFING MODEL. 
          TODAY, WE WILL PRESENT AN ALTERNATIVE FUNDING MODEL THAT REFLECTS THE ADJUSTMENTS MADE BASED ON WHAT WE HAVE HEARD DURING OUR TIME IN BUDGET WORKSHOPS. 
          THEN WE'LL BRIEFLY DRIVE INTO AN UPDATE AROUND STUDENT ENROLLMENT AND AND SOME OF THE STRATEGIES THAT WE ARE TAKING AS A DISTRICT TO ADDRESS ENROLLMENT DECLINES. 
          [00:20:03]
AS WE KNOW, THE ENROLLMENT IS A MAJOR DRIVER IN REFERENCE TO DISTRICT REVENUES. 
          AND FINALLY, TO CLOSE THE WORKSHOP OUT, WE'LL END WITH A FINANCIAL UPDATE ON THE OVERALL IMPACT OF THE REVISED STAFFING MODEL ON THE BUDGET AND AN UPDATED PROJECTION FOR THE NEXT FISCAL YEAR. I'D LIKE TO BEGIN BY REMINDING US OF THE SIX STRATEGIC PLAN COMMITMENTS THAT ARE THE CORE OF THIS STRATEGIC PLAN. 
          FOR THE FIRST TIME IN YEARS, THIS DISTRICT HAS A PLAN, A PLAN TO EXPAND PRE-K OFFERINGS ACROSS OUR COMMUNITIES. 
          A PLAN TO PAY TEACHERS, STAFF AND ADMINISTRATORS COMMENSURATE WITH THE VALUE THAT THEY BRING TO OUR STUDENTS. 
          A PLAN TO TAKE BOLD STEPS TO INCREASE PERFORMANCE AT PERSISTENTLY UNDERPERFORMING SCHOOLS AND TO ADDRESS STRUCTURAL BUDGET DEFICITS THAT IMPACT OUR ABILITY TO DELIVER FOR OUR CHILDREN. FOR THE FIRST TIME IN YEARS, THE DISTRICT AGAIN HAS A PLAN TO ENSURE EVERY STUDENT IS BEING TAUGHT FROM A HIGHLY QUALIFIED EDUCATOR, CURRICULUM AS WELL, TO EXPAND MAGNET OFFERINGS ACROSS OUR COMMUNITY, ESPECIALLY IN OUR MAGNET DESERTS, AND TO REBUILD THE TRUST THAT HAS BEEN LOST WITH THE COMMUNITY IN RECENT YEARS. 
          WE'RE EXCITED TO PUSH THIS CRITICAL WORK FORWARD. 
          HOWEVER, WE KNOW THAT IT WILL ONLY BE POSSIBLE WITH HAVING AN ALIGNED BUDGET THAT OUR BOARD AND COMMUNITY CAN RALLY BEHIND. 
          HOPEFULLY TODAY WE CAN PROVIDE THE INSIGHTS THAT THAT WE WILL NEED TO MEET THESE PARTICULAR ACCOMPLISHMENTS AND GOALS. 
          SO NOW WE WILL MOVE TO THE DISCUSSION REGARDING OUR ALTERNATIVE FUNDING MODEL THAT WE'VE WE'VE WORKED HARD ON OVER THE COURSE OF THE LAST SEVERAL DAYS. 
          OUR SECOND COMMITMENT WITHIN THE STRATEGIC PLAN WAS TO PROVIDE EQUITABLE OPPORTUNITIES AND RESOURCES AT EVERY SCHOOL. 
          SPECIFICALLY, WE COMMITTED AS A DISTRICT TO ENSURE THAT EVERY SCHOOL PROVIDES A QUALITY CORE EXPERIENCE THAT SUPPORTS THE DEVELOPMENT OF THE WHOLE CHILD. 
          OVER THE PAST SEVERAL WEEKS, WE HAVE PRESENTED HYBRID FUNDING MODEL THAT WAS ALIGNED TO THIS COMMITMENT. TODAY I'LL BE SHARING AN ALTERNATIVE MODEL THAT TAKES INTO ACCOUNT THE FEEDBACK FROM THE BOARD AND THE COMMUNITY, AND THAT STILL HELPS US ADVANCE THIS COMMITMENT. I WANT TO BE CLEAR, THE STRATEGIC PLAN AND THIS COMMITMENT IN PARTICULAR IS LASER FOCUSED ON INCREASING OPPORTUNITIES AND EQUITY FOR EVERY STUDENT INSIDE AN HISD CLASSROOM. WHILE THIS CONVERSATION IS CRITICAL TO HOW WE MOVE FORWARD, IT'S IMPORTANT THAT WE KEEP THAT PERSPECTIVE AS WE MOVE FORWARD WITH THE WORK OF THE STRATEGIC PLAN. 
          IN THE PRIOR BUDGET WORKSHOPS, WE FOCUSED ON THE HYBRID STAFFING MODEL APPROACH AS WE, AS WE PRESENTED TO YOU AS A WAY TO ENSURE THAT THIS EQUITABLE CORE EXPERIENCE EXISTS WITHIN OUR ORIGINAL MODEL, SCHOOLS WOULD HAVE RECEIVED A BASELINE STAFFING ALLOCATION FOR KEY POSITIONS BASED ON SPECIFIC RATIOS. 
          ON TOP OF THAT STAFFING ALLOCATION, THERE WERE CENTRALLY FUNDED MATERIALS SERVICES THAT SUPPLEMENT AND THEN WOULD BE USED AS A WEIGHTED FORMULA TO PROVIDE LARGE AMOUNTS OF DISCRETIONARY DOLLARS TO CAMPUSES AND PRINCIPALS TO BE ABLE TO SUPPLEMENT THEIR BASELINE STAFFING MODEL AND TO BE ABLE TO OFFER SOME OF THE NECESSARY PROGRAMING AND RESOURCES THAT THEY MAY NEED AND HAVE IN THE PAST. 
          YOU WILL ALSO NOTICE THE ADDITION OF AN ADDITIONAL BOX ON THIS SLIDE, WHICH WHICH SPEAKS TO THE ALIGNED AND STRENGTHENED ACCOUNTABILITY. 
          I WILL SPEAK MORE TO THAT ACCOUNTABILITY LATER ON IN THE PRESENTATION. 
          IN RESPONDING TO THE FEEDBACK THAT WE HEARD FROM OUR BOARD AND THE COMMUNITY, WERE ABLE TO BRING FORTH AN ALTERNATIVE MODEL THAT WE BELIEVE CAN STILL PROVIDE US ANOTHER PATHWAY TO ACHIEVING THE EQUITABLE CORE EXPERIENCE THAT WE SEEK FOR EVERY STUDENT IN HISD. 
          AS I'VE SAID TIME AND TIME AGAIN, WE HAVE AND WILL CONTINUE TO ENGAGE THE COMMUNITY AND ACTION AS ITS FEEDBACK THROUGH THIS STRATEGIC PLAN, PROCESS AND PLAN. 
          THE MODEL BEGINS WITH OUR EXISTING STRUCTURE FOR RESOURCES DISTRIBUTION, WHICH IS 
          [00:25:03]
WEIGHTED OF COURSE WEIGHTED FUNDING TO SCHOOLS FROM OUR PER UNIT ALLOCATION, BETTER KNOWN, OF COURSE, AS THE PUA. 
          IN THIS ALTERNATIVE MODEL, ON TOP OF THE PUA THAT CAMPUS HAS RECEIVED, WE WILL BE PROVIDING A MORE EQUITABLE DISTRIBUTION OF ESSER AND TITLE ONE FUNDS TO OUR HIGHEST NEEDS SCHOOLS SO THAT THOSE CAMPUSES HAVE THE FINANCIAL RESOURCES TO OFFER THE CORE EDUCATIONAL EXPERIENCE THAT WE DESCRIBED IN THE STRATEGIC PLAN COMMITMENT. 
          ADDITIONALLY, WITHIN OUR ALTERNATIVE MODEL THAT YOU'LL LEARN ABOUT, WE'RE GOING TO REQUIRE THAT CAMPUSES FUND THREE ESSENTIAL POSITIONS OUT OF THEIR BUDGETS, WHICH WE BELIEVE ARE CRITICAL TO ENSURING A BASIC STANDARD OF STUDENT HEALTH, SAFETY AND WELLBEING AT EVERY CAMPUS. THESE THREE POSITIONS ARE ALSO ONES THE COMMUNITY CLEARLY COMMUNICATED IT WOULD LIKE TO SEE ON EVERY CAMPUS. 
          OPERATING THIS ALTERNATIVE MODEL CAN ONLY LEAD TO EQUITABLE ACADEMIC OUTCOMES FOR STUDENTS IF THERE IS A STRONG SYSTEM OF ACCOUNTABILITY THAT IS ALIGNED TO THE BOARD GOALS. AS WE WILL DISCUSS, THIS SYSTEM OF ACCOUNTABILITY CANNOT BE BASED UPON TEST SCORES ALONE. IT MUST TAKE INTO ACCOUNT HOW WE ARE MEETING BOTH THE ACADEMIC AND NONACADEMIC NEEDS OF OUR STUDENTS ON A DAILY BASIS. 
          IN THIS PRESENTATION, WE WILL DISCUSS HOW WE PLAN TO BUILD A NEW SYSTEM OF STRENGTHENED ACCOUNTABILITY TO ALIGN WITH THE FUNDING MODEL WE HAVE PRESENTED. 
          NOW FOR 2022-23, AS FAR AS THE SCHOOL YEAR, THE ALTERNATIVE MODEL PROPOSES TO USE THE SAME PUA ALLOCATION FORMULA THAT WE'VE USED IN PAST YEARS TO FUND OUR SCHOOLS. 
          HOWEVER, IT HAS BECOME EVIDENT THAT THAT IN MANY YEARS SINCE THE  PUA WEIGHTS AND FORMULA HAS BEEN REVISITED, AND IN ORDER TO PROMOTE THE EQUITABLE OUTCOMES THAT WE WOULD LIKE TO SEE IN OUR SCHOOL DISTRICT, WE BELIEVE THAT WE NEED TO STUDY AND ANALYZE OUR CURRENT FORMULA AND WEIGHTS AND PRESENT A RECOMMENDATION FOR A REVISITED PUA FORMULA FOR THE 23-24 SCHOOL YEAR. 
          NOW, WITHIN THE ALTERNATIVE FUNDING MODEL, CAMPUSES WILL BE REQUIRED TO USE THEIR RESOURCE ALLOCATIONS TO FUND THREE ESSENTIAL POSITIONS. 
          AS I INDICATED EARLIER, THOSE POSITIONS ARE COUNCILORS, SOCIAL WORKERS AND NURSES OR NURSE ASSISTANTS AND LIBRARIANS OR MEDIA SPECIALISTS. 
          FOR THE NEXT TWO YEARS, WE BELIEVE THAT THAT ESSER DOLLARS WILL BE ABLE TO FUND OUR EXPANSION OF PRE-K TEACHER ASSISTANCE WITHIN OUR PRE-K CLASSROOM. 
          WE'RE IN COMPLIANCE WITH OUR NEW CONSTRAINT PROGRESS MEASURE, WHICH REQUIRES, AS WE ALL KNOW, AN 11 TO 1 RATIO IN REFERENCE TO STUDENTS AND ADULTS IN THE CLASSROOMS. AS I REFERENCED IN THE LAST SLIDE, I BELIEVE THERE ARE ASPECTS OF THE PUA FUNDING FORMULA THAT NEED TO BE REVISITED. 
          AND WE BELIEVE THAT EARLY CHILDHOOD FUNDING IS A PERFECT EXAMPLE OF SOMETHING THAT WE SHOULD RECONSIDER LOOKING AT A REVISED ALLOTMENT FORMULA AS CURRENTLY IT IS NOT ACCOUNTED FOR IN THE PUA WEIGHTS. 
          AS A NOTE, THE DISTRICT WILL CONTINUE CENTRALLY FUNDING CERTAIN POSITIONS THAT SUPPORT OUR STUDENTS AND CAMPUSES, INCLUDING WRAPAROUND SPECIALISTS, COLLEGE AND CAREER ADVISORS AND SPECIAL EDUCATION POSITIONS. 
          NOW DURING THE LAST WEEKS, DURING OUR LAST WEEK'S BUDGET PRESENTATION, DR. 
          ROSA SHOWED A LIST OF SEVERAL DISTRICTS ACROSS THE COUNTRY THAT UTILIZE A WEIGHTED STUDENT FORMULA. 
          AS WE DELVE DEEPER INTO THEIR MODELS, WE FOUND OUT THAT MANY TAKE THE APPROACH THAT WE ARE PROPOSING TODAY IN TERMS OF REQUIRING PARTICULAR BASELINE POSITIONS TO EXIST AT A CAMPUS WITHIN THE PUA MODEL. 
          ATLANTA PUBLIC SCHOOLS, BOSTON PUBLIC SCHOOLS, CHICAGO PUBLIC SCHOOLS ALL USE WEIGHTED FUNDING MODELS, YET HAVE BASELINE EXPECTATIONS FOR SPECIFIC POSITIONS AT THE CAMPUS LEVEL. YOU CAN SEE IN THIS PARTICULAR CHART ON THE SCREEN EXAMPLES OF WHAT THOSE POSITIONS ARE. 
          AS YOU CAN SEE ALSO OUR REQUIREMENT OF A LIBRARIAN, MEDIA SPECIALIST, COUNSELOR OR SOCIAL 
          [00:30:02]
WORKER AND NURSE OR NURSE ASSISTANT AT ALL CAMPUSES IS CONSISTENT WITH THE LARGE URBAN SCHOOL DISTRICTS THAT USE WEIGHTED PUAS. 
          IN OUR ALTERNATIVE MODEL, WE WOULD PROPOSE TO INCREASE THE AMOUNT OF REOCCURRING TITLE ONE FUNDING GOING TO ALL CAMPUSES NEXT YEAR FROM $48.8 MILLION TO $58.8 MILLION. 
          GIVEN THE TITLE ONE, FUNDS ARE INTENDED TO SUPPORT OUR HIGHEST NEEDS SCHOOLS. 
          THE ADDITIONAL $10 MILLION WILL BE DISTRIBUTED TO SCHOOLS BASED ON THE METHODOLOGY THAT YOU'VE HEARD BEFORE REGARDING RISK FACTOR RISK FACTORS EXCUSE ME, WHICH WAS DEVELOPED, OF COURSE, BY OUR RESEARCH AND ACCOUNTABILITY TEAM THAT I'M EXTREMELY PROUD OF. 
          IN ADDITION, WE WOULD TAKE THE $12.9 MILLION OF UNSPENT TITLE ONE FUNDS AND DISPERSE THEM AS ONE TIME FUNDING SOURCES DIRECTLY TO CAMPUSES TO SUPPORT OUR TITLE ONE SCHOOLS. 
          NOW, IN ADDITION TO THAT, THE DISTRICT WILL SET ASIDE $3.7 MILLION OF FUNDS TO CONTINUE TO SUPPORT READING AND MATH INTERVENTIONISTS AT OUR TITLE ONE MIDDLE SCHOOLS AND SIX THROUGH 12 CAMPUSES. 
          TO NOTE, WE PROVIDE ADDITIONAL READING AND MATH INTERVENTIONIST ALREADY AT OUR ELEMENTARY SCHOOLS THAT ARE K-8 CAMPUSES THROUGH ESSER FUNDING. 
          THE AMOUNT OF DISCRETIONARY ESSER FUNDING FOR HIGH NEED CAMPUSES IN 2022-23 WOULD INCREASE BY $50 MILLION. 
          THIS FUNDING WILL BE DISPERSED TO CAMPUSES THAT FALL INTO OUR TOP TWO THIRDS OF NEED, AS MEASURED BY THEIR RISK FACTORS. 
          AND THIS WOULD BE DONE, OF COURSE, ON A PER PUPIL BASIS AS WELL. 
          THE PER PUPIL AMOUNT WILL TAKE INTO ACCOUNT THE CAMPUS NEED THE SIZE OF THE CAMPUS AND THE STUDENT POPULATION AT THAT PARTICULAR CAMPUS AS WELL. 
          THE AIM IS TO PROVIDE EQUITY AND FUNDING TO SMALLER SCHOOLS IN THE ALTERNATIVE PUA MODEL THAT WE'RE DISCUSSING, AS THEY OFTEN DON'T HAVE THE NECESSARY RESOURCES TO BE ABLE TO OFFER MANY OF THE ADDITIONAL OPPORTUNITIES FOR STUDENTS THAT THAT ARE AT THEIR LARGER PEER SCHOOLS THAT WE KNOW. 
          IN ADDITION TO THIS DISCRETIONARY FUNDING, ALL SCHOOLS WOULD CONTINUE TO RECEIVE A CURRENT CAMPUS BASED ESSER SUPPORTS, INCLUDING DISBURSEMENTS FOR WRAPAROUND SERVICES, INNOVATION, HB 4545 TUTORIALS AND COLLEGE AND CAREER READINESS AT THE HIGH SCHOOL LEVEL. 
          THIS WOULD TOTAL ABOUT $36 MILLION. 
          NOW, FINALLY, CAMPUSES WOULD STILL CONTINUE TO RECEIVE CENTRALLY SUPPORTED ESSER RESOURCES AND SUPPORTS SUCH AS READING AND MATH, INTERVENTIONISTS, PRE-K TEACHING ASSISTANTS, CCMR ADVISORS, SUPPORT FROM FINE ARTS OR AS WELL AS LAPTOPS AND BUSSES AND MORE. BOARD POLICY AE LOCAL STATES THAT THE DISTRICT SHALL ESTABLISH A TIERED SYSTEM OF DIFFERENTIATED AUTONOMY, FOCUSING ON INSTRUCTIONAL COMPETENCIES, BUDGET AND BUSINESS OPERATIONAL SYSTEMS. FOR US TO SUCCESSFULLY ESTABLISH A SYSTEM OF TIERED AUTONOMY, WE MUST HAVE, AS I MENTIONED EARLIER, AN ALIGNED ACCOUNTABILITY SYSTEM TO DRIVE THAT WORK. 
          TODAY, I'M PROUD TO ANNOUNCE THAT WE WILL BE JOINING THE STATE'S SYSTEM OF GREAT SCHOOLS NETWORK. A CORE OF COMPONENT OF OUR SCHOOL SYSTEM OF GREAT SCHOOLS WOULD WORK TO DEVELOP A SCHOOL PERFORMANCE FRAMEWORK THAT ALIGNS WITH THE SUPPORTS THE DISTRICTS, THAT SUPPORTS THE DISTRICT'S GOALS AND IT'S CONSTRAINTS AS WELL. 
          THE FRAMEWORK WILL BE INCORPORATED IN THE ACADEMIC PERFORMANCE, ACADEMIC GROWTH WITHIN A CAMPUS AND WHETHER A CAMPUS IS SUCCESSFULLY CLOSING THE ACHIEVEMENT GAPS BETWEEN STUDENT GROUPS OR NOT. 
          HOWEVER, WE WANT AN ACCOUNTABILITY SYSTEM THAT MEASURES MORE THAN JUST TEST SCORES. 
          WE WILL SEEK TO INCLUDE MEASURES OF STUDENT WELL-BEING, LEVEL OF PARENT AND STUDENT ENGAGEMENT, COLLEGE AND CAREER READINESS INDICATORS AND MORE. 
          THIS SCHOOL PERFORMANCE FRAMEWORK WILL SERVE AS THE BASIS FOR UPDATED AND STRENGTHENED CAMPUS ACCOUNTABILITY AND TIERED AUTONOMY AS WELL. 
          NOW ADDITIONALLY, WE KNOW THAT IN ORDER TO MOST EFFICIENTLY LEVERAGE THE FUNDS THAT WE 
          [00:35:05]
ARE PROVIDING TO SCHOOLS TO ENSURE THAT THE GREATEST IMPACT ON STUDENT ACHIEVEMENT, WE WILL NEED TO PROVIDE CAMPUS LEADERS WITH ADDITIONAL TRAINING OPPORTUNITIES, ESPECIALLY AS IT PERTAINS TO BUDGETING AND STRATEGIC PLANNING. 
          THE FINAL SLIDE IN THIS PARTICULAR SECTION COMPARES OUR ORIGINAL PROPOSED HYBRID MODEL WITH THE ALTERNATIVE MODEL THAT WE'RE PRESENTING TODAY. 
          IN TERMS OF STAFFING IN OUR ALTERNATIVE MODEL, SCHOOLS WILL BE REQUIRED TO FUND THREE SPECIFIC POSITIONS WITH THE REST OF THIS. 
          WITH THE REST OF THE FUNDS, SCHOOLS WILL BE ABLE TO HIRE POSITIONS AND ACQUIRE RESOURCES AS THEY SEE FIT. 
          GIVEN THAT SCHOOLS WOULD NOT BE ALLOWED A BASELINE ALLOCATION IN THE ALTERNATIVE MODEL, PRINCIPALS WILL HAVE INCREASED AMOUNTS OF DISCRETIONARY FUNDING UPON WHICH TO USE TO SUPPORT THEIR PROGRAMS, INCLUDING INCREASED ALLOCATIONS FROM ESSER AND TITLE ONE. 
          ONE SIGNIFICANT CHANGE WITH THE UPDATED MODEL IS THAT CAMPUSES WILL CONTINUE TO HAVE TO PAY FOR SERVICES AND RESOURCES UTILIZING THEIR CAMPUS ALLOCATIONS, SINCE FUNDING IS BEING ALLOCATED DIRECTLY TO CAMPUSES THROUGH THE PUA. 
          GIVEN THAT WE KNOW SMALLER SCHOOLS TEND TO HAVE SMALLER AMOUNTS OF FLEXIBILITY RESOURCES TO MEET THEIR NEEDS. 
          WE BELIEVE OUR FUNDING METHODOLOGY FOR ESSER AND TIER ONE WILL HELP TO FILL THIS GAP AND PROVIDE THOSE PRINCIPALS WITH THE FUNDING TO BE ABLE TO OFFER A QUALITY CORE EDUCATIONAL EXPERIENCE. FINALLY HERE, THE ORIGINAL PROPOSED HYBRID MODEL RESULTED IN A SAVINGS OF ABOUT $26 MILLION THAT WE WERE PLANNING TO USE TOWARDS THE $55 MILLION COST OF THE CAMPUS BASED SALARY INCREASES FOR NEXT YEAR. 
          WITHIN THE UPDATED MODEL, WE NO LONGER HAVE THOSE COST SAVINGS, SO IMPLEMENTING THE COMPENSATION PACKAGE WILL INCREASE OUR CURRENT BUDGET DEFICIT BY, OF COURSE, $26 MILLION. 
          NOW I'D LIKE TO TO KIND OF SWITCH GEARS HERE A BIT TO DISCUSS STUDENT ENROLLMENT AS IT IS A PRIMARY, AS I INDICATED EARLIER, REVENUE DRIVER FOR THE DISTRICT AND IS RELEVANT TO ANY CONVERSATION AROUND THE DISTRICT'S BUDGET, AS WE KNOW. 
          NOW ON THIS SLIDE, YOU SEE THE HISTORIC STUDENT ENROLLMENT TRENDS FOR HISD. 
          IN OUR DISTRICT STUDENT ENROLLMENT BEGAN DECLINING STEADILY AFTER 16-17. 
          OUR LARGEST DECLINE CAME IN THE, OF COURSE, 2021 SCHOOL YEAR WHERE WE LOST APPROXIMATELY 10,500 STUDENTS. 
          NOW, IN 2020-21, IT WAS THE FIRST SCHOOL YEAR IN WHICH WE WERE BACK. 
          OF COURSE, FACE TO FACE DUE TO SCHOOL CLOSINGS AND COVID 19, SHUTTING US DOWN NATIONWIDE. 
          ONE THING TO TO NOTE IS THAT ALTHOUGH THE DISTRICT IS STILL LOSING STUDENTS, THE DISTRICT IS DOING SO AT A MUCH LOWER RATE, WHICH IS A POSITIVE. 
          THIS SCHOOL YEAR, ENROLLMENT COMPARISONS SHOW A DECLINE OF 1.32% STUDENTS, THE SECOND LOWEST ENROLLMENT DECREASE HISD HAS OBSERVED IN EIGHT YEARS. 
          NOW, THIS SLIDE IS, OF COURSE, AS I'M SURE YOU ALL KNOW, A SWOT ANALYSIS, WHICH IS WHICH BREAKS DOWN THE STRENGTHS AND WEAKNESSES, OPPORTUNITIES AND THREATS AS IT RELATES TO STUDENT ENROLLMENT IN HISD. 
          WE HAVE SEVERAL STRENGTHS, AS YOU CAN SEE, THAT WE HOPE TO BUILD ON IN THE FUTURE AS IT RELATES TO THE STRATEGIC PLAN. 
          OF COURSE, WE HOPE THAT WE HAVE A ROBUST PORTFOLIO OF SCHOOLS AND CHOICE PROGRAMS, FAMILIES THAT CAN APPLY TO CHOICE OPTIONS BOTH IN PAPER AND ONLINE, AND ENROLLMENT CAN BE COMPLETED 100% REMOTELY. 
          WE THINK THAT WILL MAKE A MAJOR DIFFERENCE AS WELL. 
          NOW, HOWEVER, WE KNOW THAT MANY OF OUR PARENTS HAVE CHOSEN OTHER SCHOOL OPTIONS FOR THEIR STUDENTS BASED ON THE NEGATIVE PERCEPTIONS THAT MAY BE HEARD IN THE MEDIA FROM THEIR OWN NEIGHBORS OR EVEN PERSONNEL OR PERSONAL EXPERIENCES THAT THAT THEY ENCOUNTER ON A DAILY BASIS. ONE REOCCURRING THEME THAT WE HAVE HEARD FROM FAMILIES IS THAT A WIDE VARIATION IN 
          [00:40:03]
THE STUDENT AND PARENT EXPERIENCE BASED ON THE CAMPUS THE CHILD ATTENDS IS IS EXTREMELY, EXTREMELY IMPORTANT AND EVIDENT. 
          NOW, SOME SCHOOLS HAVE HAVE STATE OF HAVE EXCUSE ME, STATE OF THE ART FACILITIES FROM BOND OR WHATEVER IT MAY BE THAT HAVE ALLOWED FOR THEM TO REALLY BE MORE ATTRACTIVE. 
          AND SOME SCHOOLS DON'T. 
          TOO MANY CAMPUSES ARE NOT DELIVERING THE QUALITY OF EDUCATIONAL EXPERIENCES THAT WOULD KEEP STUDENTS IN THEIR NEIGHBORHOOD, SCHOOL, OR IN THE DISTRICT AS A WHOLE. 
          IF I SHIFT DOWN TO, OF COURSE, THE THREATS RIGHT BELOW THE FIRST ONE IS COMPETITION IN THE PUBLIC EDUCATION SPACE. 
          OVER THE PAST FEW YEARS, WE'VE SEEN EXPONENTIAL GROWTH IN THE NUMBER OF PUBLIC CHARTER OPTIONS WITHIN HISD BOUNDARIES, AND THESE ENTITIES ARE AGGRESSIVELY RECRUITING HISD STUDENTS ON A DAILY BASIS. 
          FOR MANY OF OUR STUDENTS, ESPECIALLY THOSE IN OUR HIGHEST NEED NEIGHBORHOODS. 
          THE NUMBER OF EDUCATIONAL OPTIONS ARE INCREASING, AND MANY ARE SIMPLY CHOOSING OTHER OPTIONS OUTSIDE OF HISD. 
          NATIONALLY AND IN HOUSTON, WE ARE SEEING A DECLINE IN BIRTH RATES. 
          THIS MEANS THAT ON AVERAGE THE CLASSES ENTERING OUR SYSTEM ARE SMALLER THAN THE CLASSES EXISTING IN THE SYSTEM. 
          WHEN WE CONSIDER ENROLLMENT, NOT ONLY DOES THAT MEAN THAT WE HAVE TO ATTRACT MORE STUDENTS, BUT WE ACTUALLY HAVE TO ATTRACT MORE STUDENTS IN THAT IN THOSE EXISTING SCHOOLS AS WELL. THIS IS GOING TO HAVE TO HAPPEN IN ORDER FOR US TO SEE THE ENROLLMENT INCREASE AS IT SHOULD, WHICH IS CHALLENGING GIVEN OUR DEMOGRAPHICS. 
          AS WE KNOW, DEMOGRAPHICALLY, OUR CITY IS SEEING AN AGING POPULATION IN MANY OF OUR NEIGHBORHOODS INCREASING IN HOUSING PRICES WITHIN HISD AND THE IMPACTS OF GENTRIFICATION AS WE ALL KNOW. 
          ALL OF THESE DIFFERENT FACTORS, PRESENT CHALLENGES FOR ENROLLMENT IN MANY OF OUR SCHOOLS. 
          NOW, DESPITE THE CHALLENGES THAT WE FACE, WE ARE GOING TO DO THE BEST WE CAN AS A DISTRICT TO DEVELOP INNOVATIVE SOLUTIONS TO INCREASE ENROLLMENT. 
          WE HAVE A NEW OPPORTUNITY WITH THE STRATEGIC PLAN TO IMPROVE THE QUALITY OF EDUCATION FOR STUDENTS AND REBUILD TRUST WITH OUR COMMUNITY. 
          WITH OUR PROPOSED MAGNET EXPANSION. 
          WE HOPE TO OFFER MORE CHOICE OPTIONS TO STUDENTS AND FAMILIES, ESPECIALLY IN OUR MAGNET DESERTS. WITH OUR PRE-K EXPANSION EFFORTS, WE HOPE TO BRING MORE FAMILIES INTO THE DISTRICT SOONER. 
          FINALLY, WE HAVE OUR FEDERAL ESSER DOLLARS, WHICH WE CAN LEVERAGE TO PROVIDE THE SUPPORTS TO BOLSTER THE QUALITY OF SCHOOLS SO THAT WE CAN BECOME THE DISTRICT OF CHOICE. 
          FOR THE STUDENTS IN AND AROUND US. 
          NEXT SLIDE, THANK YOU. 
          A FEW MONTHS AGO, WE LAUNCHED A STUDENT ENROLLMENT DEPARTMENT UTILIZING ESSER FUNDS. 
          THIS HAS BEEN FOCUSED ON SUPPORTING OUR SCHOOLS WITH INCREASING THEIR ENROLLMENT. 
          OF COURSE, SOME OF THESE EFFORTS THAT INCLUDE THINGS LIKE COMMUNITY BASED ENROLLMENT EVENTS IN LINE WITH THE DISTRICT'S GOAL TO MEET FAMILIES WHERE THEY ARE. 
          THE STUDENT ENROLLMENT DEPARTMENT PLANS ON LAUNCHING A COMMUNITY BASED ENROLLMENT EVENTS THROUGH THE CITY TO ASSIST FAMILIES WITH ENROLLMENT. 
          THE GOAL HERE IS TO MEET FAMILIES AGAIN, WHERE THEY ARE HELPING NOT ONLY TO DISTRIBUTE INFORMATION, BUT TO ALSO COMPLETE THE ENROLLMENT APPLICATION IF NEEDED. 
          FURTHERMORE, ENROLLMENT CALL CENTERS ARE SOMETHING THAT WE'RE FOCUSING ON AS WELL, SAID CENTER  CALL CENTER. 
          STUDENT ENROLLMENT DEPARTMENT WILL SOON BE LAUNCHING A FULLY STAFFED CALL CENTER THROUGH WHICH PARENTS CAN REQUEST ASSISTANCE, ASKING QUESTIONS AND RECEIVING SUPPORT IN THE ENROLLMENT PROCESS. ON TOP OF THAT, REVAMPING THE ENROLLMENT WEBSITE IS GOING TO BE A FOCUS AS WELL. 
          HERE, THE STUDENT ENROLLMENT WEBSITE HOW'S OF COURSE AT HISD, HOUSTON ISD.ORG IS BEING OVERHAULED BY THE COMMUNICATIONS TEAM. 
          WE ARE SIMPLIFYING THE LANGUAGE ON THE SITE AND THE APPLICATION PROCESS ITSELF, ENSURING 
          [00:45:02]
THAT IT IS ACCESSIBLE TO ALL PARENTS AND CAREGIVERS. 
          NOW, MOREOVER, HOW TO GUIDE, HOW TO GUIDES AND VIDEOS WILL BE IMPORTANT. 
          WE KNOW WE'RE IN A DAY AND AGE WHERE PEOPLE VALUE THESE KINDS OF THINGS AND THESE GUYS WILL BE DEVELOPED TO WALK FAMILIES THROUGH EVERY PART OF THE ENROLLMENT PROCESS, INCLUDING FINDING A ZONE SCHOOL, CREATING AN ENROLLMENT ACCOUNT THROUGH POWER SCHOOL, AND EVEN CREATING AN EMAIL ADDRESS AS WELL. 
          PARENT NOTIFICATIONS IS ANOTHER PIECE. 
          PREVIOUSLY, WHEN PARENTS COMPLETED THE ONLINE ENROLLMENT APPLICATION, SCHOOLS WERE RESPONSIBLE FOR NOTIFYING FAMILIES OF THEIR PLACE IN THE PROCESS. 
          WE'VE WORKED TO AUTOMATE THIS SO FAMILIES RECEIVE NOTIFICATION AS CAMPUSES MOVE THEM FROM THE PROCESS. EXIT SURVEYS. 
          CURRENTLY, THERE IS NOT A CONCERTED EXIT SURVEY PROCESS FOR STUDENTS LEAVING THE DISTRICT. OUR STUDENT ENROLLMENT DEPARTMENT WILL BE WORKING WITH STUDENT, ASSISTANT, FEDERAL AND STATE COMPLIANCE AND IT TO MAKE THIS A REQUIRED PART OF THE WITHDRAWAL PROCESS. IN ADDITION TO GIVE THE DISTRICT BETTER DATA AROUND WHERE STUDENTS ARE GOING AND MORE IMPORTANTLY, WHY THEY'RE GOING WHERE THEY'RE GOING. 
          MOBILE ENROLLMENT UNIT, WHICH I KNOW YOU ALL HAVE HEARD A LITTLE BIT ABOUT. 
          THIS IS GOING TO BE SPEARHEADED, OF COURSE, BY ESSER. 
          THE SCHOOL CHOICE AND STUDENT ENROLLMENT DEPARTMENTS ARE WORKING TO SECURE A MOBILE ENROLLMENT UNIT. 
          THE PURPOSE, OF COURSE, HERE IS TO NOT ONLY MEET FAMILIES WHERE THEY ARE, BUT TO ALSO SERVE AS A ONE STOP SHOP FOR STUDENT ENROLLMENT. 
          PAID SOCIAL MEDIA MARKETING. 
          AGAIN, WE'RE IN A DIFFERENT DAY AND AGE IN TERMS OF HOW PEOPLE GET INFORMATION AND HOW INFORMATION SHOULD BE DISSEMINATED. 
          SO LEVERAGING HISD SOCIAL MEDIA, WHETHER IT BE FACEBOOK, INSTAGRAM, TWITTER, YOUTUBE AS WELL AS PLATFORMS SUCH AS NEXT DOOR, THE DISTRICT WILL USE PAID SOCIAL MEDIA TO TARGET HIGH POTENTIAL AREAS IN HOUSTON AS WELL. 
          WE'LL CONTINUE TO USE MAILERS FOR PROSPECTIVE FAMILIES ALSO, WE'VE HEARD FROM TRUSTEES THAT THAT'S AN IMPORTANT ELEMENT IN REACHING OUT TO OUR PARENTS USING CENSUS DATA. 
          THE DISTRICT WILL CONTINUE TO SEND MAILERS TO FAMILIES OF PROSPECTIVE STUDENTS. 
          THESE ARE HOUSEHOLDS THAT ARE MOST LIKELY TO HAVE CHILDREN, PROBABLY BETWEEN THE AGES OF 5 AND 17, WITHIN THE HISD BOUNDARIES. 
          AND FINALLY, NEIGHBORHOOD CANVASING. 
          JUST BEATING THE STREETS. 
          THIS IS PLACING DOOR TO DOOR HANGERS AND REALLY POUNDING THE PAVEMENT WITHIN OUR NEIGHBORHOODS TO SPREAD THE WORD TO GET STUDENTS BACK INTO OUR SCHOOL SYSTEM. 
          THE LAST SECTION OF THIS PRESENTATION WILL BE AROUND OUR FINANCIAL UPDATES. 
          NEXT SLIDE. THANK YOU. 
          YOU'VE SEEN THE SLIDE REFLECTING OUR 22 BUDGET AND AVAILABLE FUND BALANCE IN PREVIOUS WORKSHOPS. HOWEVER, THIS SLIDE REFLECTS UPDATED REVENUES AND EXPENDITURES TO ACCOUNT FOR THE RECENT RELEASE OF INFORMATION FROM THE STATE REGARDING AVERAGE DAILY ATTENDANCE AND HOLD HARMLESS OF ABOUT $34 MILLION. 
          WE ORIGINALLY THOUGHT THAT WAS GOING TO BE ABOUT $28, BUT WE'VE LEARNED THAT THAT'S GOING TO BE ABOUT $34 MILLION IN RECAPTURE PAYMENTS FROM THE STATE. 
          WE'VE ALSO UPDATED EXPENDITURES TO INCLUDE INCLUDE DISCRETIONARY FUNDING FROM OUR CLAWBACK OF FUNDS FROM DEPARTMENTS, SCHOOLS AND VACANCIES. 
          THE KEY TAKEAWAY FROM THIS PARTICULAR SLIDE IS THAT OUR ESTIMATED SURPLUS IS $55 MILLION LARGER THAN OUR ORIGINAL PROJECTED, PRIMARILY DUE TO THE STATE HOLD HARMLESS. 
          THIS SURPLUS IS NOW $74 MILLION, OF COURSE. 
          NEXT SLIDE. THIS SLIDE IS A COMPARISON OF THE STATUS QUO. 
          OUR ORIGINALLY PROPOSED HYBRID MODEL AND THE ALTERNATIVE MODEL PRESENTED TODAY AND THEIR IMPACT ON THE BUDGET DEFICIT. 
          THE CHART IS ALSO REPRESENTING THE NET IMPACT OF ADJUSTMENTS WE'VE MADE FOR ENROLLMENT, OF COURSE, ATTENDANCE AND THE PROPOSED STATE HOMESTEAD EXEMPTION. 
          NOW, THE STATUS QUO COLUMN THAT YOU'LL SEE THERE REPRESENTS NO COMPENSATION INCREASE, NO SIMPLE CENTRAL OFFICE CUT, NO MODEL COST SAVINGS. 
          [00:50:05]
IT RESULTS IN A DEFICIT OF $96 MILLION. 
          THE HYBRID MODEL COLUMN REFLECTS THE HYBRID MODEL AND THE SAVINGS ASSOCIATED WITH IT, AS WELL AS THE CENTRAL OFFICE CUTS AND THE COMPENSATION PLAN THAT RESULTS, OF COURSE, AS WE'VE TALKED ABOUT. 
          AND A DEFICIT OF $98 MILLION. 
          THE ALTERNATIVE MODEL, WHICH WE ARE PRESENTING TODAY, REFLECTS CURRENT PUA MODEL COSTS WITHOUT ANY PUA REDUCTION AND INCLUDES CENTRAL OFFICE CUTS AND THE COMPENSATION PLAN. 
          THE ALTERNATIVE MODEL PRESENTED TODAY RESULTS IN A DEFICIT OF $119 MILLION SLIGHTLY. 
          NOW A FEW MONTHS AGO, WE LAUNCHED A STUDENT ENROLLMENT DEPARTMENT UTILIZING ESSER FUNDS, AS WE TALKED ABOUT, WHICH HAS BEEN FOCUSED ON SUPPORTING, OH I SKIPPED AROUND. 
          I'M SORRY. OKAY. 
          RIGHT PAGE. THANK YOU, SIR. 
          THE CHART SHOWS THAT'S IN FRONT OF YOU SHOWS SEVERAL OPTIONS FOR CONVERTING THE COST OF THE ALTERNATIVE MODEL. 
          THE FIRST COLUMN THAT YOU'LL SEE SHOWS THAT THE CURRENT AMOUNTS OF THE PUA, WHICH HAS BEEN ADJUSTED TO REFLECT THE BOARD APPROVED COMPENSATION INCREASES FROM FROM EARLIER THIS YEAR. THE SECOND COLUMN SHOWS A SCENARIO IN WHICH WE FUND THE COMPENSATION PACKAGE WITHOUT ANY REDUCTIONS TO THE PUA. 
          THE DEFICIT WOULD BE $119 MILLION. 
          AND THE THIRD COLUMN, WHICH WHICH WOULD BE MY RECOMMENDATION IF THE BOARD WERE TO CHOOSE THE ALTERNATIVE MODEL, WOULD BE THAT CAMPUS'S SHARE THE $21 MILLION IN PUA TO HELP FUND THE COMPENSATION PACKAGE FOR THE CAMPUS BASED EMPLOYEES. 
          THIS COMPROMISE WOULD KEEP THE DEFICIT THE SAME AS AS ORIGINALLY PROPOSED IN THE HYBRID MODEL. NOW, THE LAST COLUMN ON THE FAR RIGHT REPRESENTS WHAT THE PUA WOULD BE IF CAMPUSES FUNDED THE FULL $56 MILLION SHARE OF THE COMPENSATION PACKAGE FOR CAMPUS BASED EMPLOYEES. 
          NOW, YOU'LL NOTE HERE IN THE HIGHLIGHTED LINE THE DIFFERENCE IN THE DEFICIT BETWEEN THE THREE DIFFERENT OPTIONS. 
          WE WOULD COVER THE RESPECTIVE DEFICITS USING A COMBINATION OF ESSER INDIRECT COSTS AND FUND BALANCE. 
          NOW, AS I'VE STATED IN EARLIER WORKSHOPS, A MAJOR STEP IN THE RIGHT DIRECTION OR RIGHT SIZING OF OUR SCHOOL DISTRICTS BUDGET WILL REQUIRE DECREASING OUR CENTRAL OFFICE BUDGET BY $60 MILLION. 
          THIS $60 MILLION CUT WILL HAVE A SIGNIFICANT IMPACT ON THE LEVEL OF SUPPORT THAT WE CAN DELIVER FROM THE CENTRAL OFFICE TO OUR SCHOOLS. 
          TO BE CLEAR HERE, WHEN WE SAY CENTRAL OFFICE, THAT IS MORE THAN JUST INDIVIDUALS IN HATTIE MAE WHITE. THESE ARE MANY OF THE FRONT LINE DEPARTMENTS THAT OFFER CRITICAL SERVICES THAT OUR SCHOOLS AND DISTRICT DEPEND ON, WHETHER IT BE OPERATIONS AND MAINTENANCE FUNCTIONS, IT FUNCTIONS, THE ACADEMIC OFFICE SUPPORTS, HR SUPPORTS. 
          THESE CUTS WILL HAVE A SIGNIFICANT IMPACT ON THE ORGANIZATION AND WILL FORCE US TO DO THINGS DIFFERENTLY IN MANY WAYS THAT THAT WE DO TODAY. 
          WE ARE CURRENTLY IN THE PROCESS OF DETERMINING HOW TO MAKE THESE CUTS IN A WAY WITH THE LEAST DETRIMENTAL IMPACT TO OUR STUDENTS AND SCHOOLS. 
          NEXT SLIDE. THE BUDGET CHALLENGES THAT MY ADMINISTRATION INHERITED WERE NOT BUILT, OF COURSE, OVERNIGHT, AND THUS WON'T BE SOLVED OVERNIGHT EITHER. 
          IT IS GOING TO TAKE A THOUGHTFUL, MULTI-YEAR STRATEGY, WHICH WILL REQUIRE MANY IMPORTANT DECISIONS IN ORDER TO IMPROVE THE DISTRICT'S FINANCIAL SITUATION. 
          HOWEVER WE KNOW THAT IN THESE DECISIONS WE WILL ALWAYS PUT STUDENTS FIRST AND DO WHAT IS NECESSARY TO ENSURE HIGH QUALITY INSTRUCTION AND EDUCATION FOR EVERY SINGLE STUDENT HAPPENS AS THEY WALK THROUGH OUR DOORS AND THROUGH OUR CLASSROOMS. SINCE THE BEGINNING OF THIS BUDGET PROCESS, THE DISTRICT HAS PROPOSED A FEW DIFFERENT THINGS. PROPOSED A STRATEGIC PLAN WHICH INVESTS IN COMPENSATION FOR STUDENTS EXCUSE ME, FOR TEACHERS AND STAFF. 
          WE'VE ALSO PURSUED A NEAR TERM COST SAVINGS AND HAVE TARGETED $60 MILLION IN COST 
          [00:55:01]
REDUCTIONS WITHIN CENTRAL OFFICE. 
          WE'VE ALSO ALLOCATED SIGNIFICANT ADDITIONAL FEDERAL FUNDS TO SUPPORT SCHOOLS RECOVERING FROM THE PANDEMIC. 
          AND FINALLY, WE'VE HAD WE'VE RESPONDED TO BOARD PUBLIC FEEDBACK REGARDING THE PROPOSED RESOURCE ALLOCATION APPROACH AND ADJUSTED AS NECESSARY. 
          AS A RESULT, THE DISTRICT HAS REDUCED ITS EXPECTED BUDGET DEFICIT WHILE ALSO INVESTING IN THE STRATEGIC PLAN AND THE BOARD PRIORITIES. 
          THE REMAINING DEFICIT WILL REQUIRE A BOLD TRANSFORMATION TO EACH FINANCIAL TO REACH THAT KIND OF FINANCIAL SUSTAINABILITY THAT WE WANT IN HISD. 
          AND THIS SLIDE OUTLINES THE ROADMAP TO REACH THAT SUSTAINABILITY IN THE IN THE YEARS TO COME. THIS CURRENT SCHOOL YEAR WE'LL CONTINUE TO EVALUATE THE CENTRAL OFFICE EFFICIENCIES AND REORGANIZE DEPARTMENTS AS NEEDED TO MEET THE AIMS OF THE STRATEGIC PLAN. 
          AS WE ENTER THE 22-23 SCHOOL YEAR, WE WILL ANALYZE OUR SCHOOL ALIGNMENT WITH COMMUNITY NEEDS AND DEVELOP A SCHOOL RECONFIGURATION PLAN WHICHEVER MODEL WE LAND ON. 
          WE WILL ASSESS AND REVISE THE MODEL TO REFLECT THE PILLARS WITH OUR STRATEGIC PLAN. 
          WE WILL CONTINUE TO ENGAGE COMMUNITY EVERY STEP OF THE WAY WITH AN AIM OF IMPLEMENTING OUR SCHOOL RECONFIGURATION PLAN IN THE 23-24 SCHOOL YEAR. 
          NEXT SLIDE. AS IT RELATES TO THE DISCUSSION WE HAD TODAY, WE WANTED TO PROVIDE AN UPDATED TIME FRAME. 
          NEXT WEEK, WE PLAN TO SHARE UPDATED CAMPUS ALLOCATIONS WITH SCHOOLS AND THE PUBLIC. 
          AGAIN, THAT'S SOMETHING THAT WE HAVEN'T DONE IN THE PAST AND SOMETHING THAT WE LOOK FORWARD TO CONTINUE TO DO. 
          BETWEEN NOW AND THE NEXT MONTH. 
          SCHOOLS WILL MAKE BUDGETING AND STAFFING ADJUSTMENTS FOR THE 22-23 SCHOOL YEAR BASED ON WHICHEVER MODEL IS PREFERRED BY THE BOARD. 
          BY THE END OF THIS MONTH, WE PLAN TO FINALIZE THE PLANS FOR OUR CENTRAL OFFICE BUDGET REDUCTIONS AND AS A PART OF THE SYSTEM OF GREAT SCHOOLS COHORT, WE WILL DEVELOP A SCHOOL PERFORMANCE FRAMEWORK, AN ALIGNED KIND OF ACCOUNTABILITY AND TIERED AUTONOMY SYSTEM OVER THE COURSE OF THE NEXT YEAR. 
          BEFORE I CONCLUDE MY REMARKS THERE ARE A COUPLE OF PRIMARY QUESTIONS THAT MUST BE ANSWERED BY THE BOARD. 
          RIGHT NOW, CAMPUSES ARE WAITING FOR THEIR FOR A DECISION ON WHICH MODEL THIS BODY WILL APPROVE SO THAT THEY CAN RECEIVE THEIR FUNDING ALLOCATIONS AND FULLY ENGAGE IN THE HIRING PROCESS ASAP. 
          WE WOULD IDEALLY LIKE TO COME OUT OF THIS MEETING WITH AN ANSWER TO THE FOLLOWING TWO QUESTIONS. NUMBER ONE, BETWEEN THE ORIGINAL HYBRID MODEL AND THE ALTERNATIVE MODEL PRESENTED TODAY, WHICH MODEL HAS THE SUPPORT OF THE BOARD? QUESTION NUMBER TWO GIVEN THAT WE BELIEVE A COMPENSATION PACKAGE IS CRITICAL TO OUR ABILITY TO DO ANY OF THE WORK IN THE STRATEGIC PLAN, IF THE BOARD DECIDES ON AN ALTERNATIVE MODEL PRESENTED TODAY, HOW WOULD YOU ALL WANT TO MODIFY THE PUA TO COVER THE DEFICIT? WE PRESENTED VARIOUS OPTIONS BACK ON, I BELIEVE IT WAS SLIDE 20,22 OR 23. 
          ONCE WE UNDERSTAND YOUR POSITION ON THESE ITEMS, WE CAN MOVE FORWARD WITH THE CRITICAL WORK WE NEED TO DO FOR OUR STUDENTS AND OUR SCHOOLS. 
          WITH THAT BEING SAID, PRESIDENT CRUZ. 
          MADAM PRESIDENT, I'LL PASS IT BACK OVER TO YOU. 
          THANK YOU SO MUCH, MR. HOUSE, FOR YOU AND YOUR STAFF AND ALL OF THE HARD WORK Y'ALL HAVE BEEN DOING. 
          WE ARE READY FOR COMMENTS OR QUESTIONS FROM TRUSTEES. 
          PLEASE INDICATE YOUR INTEREST IN THE QUEUE FOR EACH ITEM OF DISCUSSION. 
          WE WILL DO TWO ROUNDS OF 2 MINUTES EACH IF ADDITIONAL ROUND IS DESIRED. 
          THAT CAN BE DONE WITH A MOTION SECOND AND A BOARD VOTE. 
          TRUSTEES AS A REMINDER, PLEASE BE MINDFUL OF YOUR TIME AND LET'S BE RESPECTFUL OF EVERYONE ELSE'S TIME. TRUSTEE DEIGAARD. 
          I DIDN'T THINK I WAS GOING TO BE FIRST. 
          SO MY FIRST QUESTION IS ALVAREZ AND MARSAL. 
          WHAT HAS BEEN THEIR FEEDBACK THROUGH THIS PROCESS? FOR EXAMPLE, THE DEFICIT SUSTAINABILITY, FUTURE PLACES WE CAN CARVE THINGS OUT OF THE BUDGET, IMPACT ON BUDGET DECISIONS, ON THE BOARD GOALS, ETC. 
          [01:00:02]
HOW ARE WE UTILIZING THEM AND WHAT IS THE FEEDBACK? THEN PERHAPS I'LL HAVE JIM TO, TO COME UP AND JOIN GLEN. 
          AND OF COURSE, JIM IS FROM A&M AND I'LL BE GLAD TO HAVE YOU TO PROVIDE SOME INSIGHT ON EXACTLY WHAT TRUSTEE DEIGAARD ASKED. 
          GOOD AFTERNOON. CAN YOU HEAR ME? ALL RIGHT. GOOD AFTERNOON, TRUSTEES. 
          NICE TO SEE YOU AGAIN. I'M SORRY. 
          YOUR QUESTION AGAIN, SORRY [INAUDIBLE]. WHAT IS YOUR FEEDBACK THEN ABOUT THINGS LIKE THE DEFICIT, BUDGET, SUSTAINABILITY, IMPACT ON BUDGETARY DECISIONS ON OUR BOARD GOALS, THOSE KINDS OF REALLY CORE THINGS FOR OUR FINANCIAL HEALTH AND ATTAINING THE EDUCATIONAL OUTCOMES FOR OUR KIDS? GOT IT. 
          SO WE'VE BEEN HERE FOR A COUPLE OF WEEKS OR A COUPLE OF MONTHS. 
          WE'VE BEEN WORKING WITH THE FINANCE OFFICE ON THE BUDGETING PROCESS IN GENERAL. 
          I GUESS WE WOULD SAY THAT THE SUPERINTENDENT THE ADMINISTRATION ARE LOOK, FIRST OF ALL, LET'S FIGURE OUT HOW TO GET SCHOOLS OPEN AND GOING. 
          NEXT SCHOOL YEAR IS NUMBER ONE. 
          RIGHT? AND THEN LET'S FIGURE OUT HOW TO DEAL WITH THE DEFICIT ONCE WE GET A BUDGET PASSED FOR THIS NEXT SCHOOL YEAR. 
          SO DOING THINGS LIKE INCREASING TEACHER COMPENSATION IS IS A GOOD THING. 
          NOW, LET'S GET LET'S WORK TO GET SCHOOLS OPEN NEXT FALL. 
          AND THEN LET'S FIGURE OUT HOW TO ADDRESS THE DEFICIT GOING FORWARD HAS BEEN OUR REVIEW AND OUR RECOMMENDATIONS SO FAR. 
          SO WHERE IN THERE HAS BEEN ANY CONVERSATION ABOUT ALIGNING THE BUDGET TO OUR BOARD GOALS? WE'VE BEEN WORKING WITH THE SUPERINTENDENT AND THE ADMINISTRATION ON DOING THAT. 
          MY NEXT QUESTION IS, I THINK I ASKED FOR THIS AT SOME POINT PIE CHARTS WITH PERCENTAGES, HISTORICAL DATA, COMPARING CENTRAL OFFICE EXPENDITURES COMPARED TO THE PERCENTAGE OF THE BUDGET THAT'S ALLOCATED TO CAMPUSES. 
          DO WE HAVE THAT DATA YET? I DON'T THINK WE HAVE. I DON'T THINK WE HAVE IT IN TODAY'S. 
          I DON'T THINK WE HAVE IT IN TODAY'S PRESENTATION, BUT WE'LL DEFINITELY TAKE IT DOWN TO TO DO SO. 
          I'VE GOT THIS YEAR. IS IT IS IT GOING TO INCREASE OR DECREASE? I MEAN, WE'RE HEARING $60 MILLION OUT OF CENTRAL OFFICE AND SCHOOLS ARE GOING TO STAY THE SAME. BUT HOW IS THAT COMPARED TO PREVIOUS YEARS? WELL, IT WILL ACTUALLY INCREASE JUST BY THE SIMPLE FACT THAT WE'RE INCREASING COMPENSATION. RIGHT. 
          SO THE PERCENTAGES WILL GO UP FOR CAMPUSES BECAUSE THE FACT WE'RE ADDING $56 MILLION JUST IN THE CAMPUS COMPARED TO FIVE YEARS AGO. 
          ARE WE SPENDING MORE OR LESS ON CENTRAL OFFICE THAN FIVE YEARS AGO? THAT I DON'T HAVE RIGHT IN FRONT OF ME. 
          I'VE GOT IT. I CAN GET THE DAY OF THE DAY IS THERE. 
          I JUST DON'T HAVE IN FRONT OF ME RIGHT NOW. 
          PAGE 22 HELP ME UNDERSTAND THE MATH, PLEASE. 
          SO THE WAY I'M READING THIS IS IF WE GO WITH OPTION ONE, BASICALLY THE COMPENSATION PLAN IS COSTING $265 PER UNIT. 
          AND SO OPTION ONE PUTS THAT WHOLE $265 PER UNIT INTO THE PUA. 
          OPTION TWO PUTS $99 OR PUTS $166 OF THOSE DOLLARS INTO THE PUA AND THEN BRINGS THE PURCHASING POWER FOR TALENT AND OTHER THINGS OUT OF THE PUA BY $99. 
          I DON'T UNDERSTAND THE MATH FOR COLUMN THREE, SO IF SOMEONE CAN HELP ME UNDERSTAND THAT, PLEASE. WELL, THAT ONE IS THAT ONE IS THE CAMPUSES COVERING THE FULL $56 MILLION IN COST. 
          SO BUT IF THE COST IS $265 PER UNIT BASED ON COLUMNS ONE AND COLUMN TWO, WHY WOULDN'T IT BE TAKING THE PUA DOWN BY $265? OH, BECAUSE IF YOU NOTICE AT THE TOP, IT HAS IT HAS CAMPUSES COVER 21 MILLION. 
          ACTUALLY ACTUALLY THE MATH WOULD BE IF THE CAMPUS IS RECOVERING, THE FULL THING WOULDN'T COLUMN. WOULDN'T THE THIRD THE LAST COLUMN BE THE SAME AS THE FIRST COLUMN? SO IF YOU NOTICE IN THAT MIDDLE COLUMN, YOU SEE THAT $21 MILLION. 
          YEAH. ALL RIGHT. 
          SO THE COST, THE SAVINGS FROM THE HYBRID MODEL WAS $26 MILLION. 
          RIGHT. THERE'S $5 MILLION IN THERE THAT WOULD HAVE THAT WOULD NATURALLY HAVE COME OUT JUST BECAUSE CAMPUSES ARE PROJECTING ABOUT 1,400 STUDENTS LESS THAN WHAT THEY'RE PROJECTING NOW. SO WE'RE NOT HAVING TO REDUCE THE PUA, BUT IT COMES OUT OF THE CAMPUSES JUST NATURALLY BECAUSE OF ENROLLMENT DECLINE. 
          THIS IS THE PUA. 
          [01:05:02]
NO, NO, I'M SAYING IS THAT MIDDLE IS NOT $26 MILLION. 
          IF YOU NOTICE AND SIT RIGHT, IT'S $21, NOT $26. 
          YES. RIGHT. 
          THERE'S $5 MILLION THAT IS THAT JUST NATURALLY COMES OUT. 
          SO WE'RE NOT HAVING TO REDUCE THE PUA BY $26 TO COVER THE COMPENSATION PACKAGE. 
          FIVE IS ALREADY NATURALLY COMING OUT. 
          I'M OUT OF TIME BUT IT'S STILL LIKE I DON'T UNDERSTAND WHY IT'S ONLY COMING OUT OF ONE PLACE THEN AND NOT OTHERS. 
          OKAY. SO IT IS COMING OUT OF BOTH BOTH THE MIDDLE COLUMN AND THE LAST COLUMN. 
          IT'S JUST THE LAST COLUMN IS SAYING, OKAY, INSTEAD OF JUST DOING THE $21 MILLION, WE'RE COVERING THE FULL COST OF THE CAMPUS BASED COMPENSATION PACKAGE OUT OF THE THIRD ONE. 
          WHICH REDUCES THAT DEFICIT. 
          SO IF YOU GOT $30 MILLION DIFFERENCE, RIGHT, BETWEEN THE THE LAST AND THE MIDDLE COLUMN, THAT'S $30. YOU ADD $21. 
          RIGHT. THAT'S 51. 
          AND THEN THERE'S $5 MILLION THAT'S JUST FROM ENROLLMENT DECLINE THAT COMES OUT THAT GETS YOU TO THE $56 MILLION SO WE DON'T INCREASE YOU DON'T DECREASE THE PUA. 
          IT JUST COMES OUT OF WHAT WE ALLOCATE. 
          THERE'S TWO PIECES. YEAH. 
          WELL. LET'S SEE TRUSTEE GUIDRY. 
          THANK YOU SO MUCH. THANK YOU, SUPERINTENDENT HOUSE, FOR THE PRESENTATION AND FOR ALL WHO WERE INVOLVED IN PUTTING IT TOGETHER FOR US. 
          LET ME JUST SAY GENERALLY I'M SO GLAD THE LADY SPOKE ABOUT HISD BEING A IB POWERHOUSE. 
          FORTUNATELY, I WISH ALL OF THE DISTRICTS SHARED IN THAT IB POWERHOUSE ABILITY BECAUSE WE DON'T HAVE IT THROUGHOUT THE DISTRICT. 
          YES, IT IS A POWERHOUSE WHERE IT'S LOCATED, BUT FOR THOSE OF US WHO DON'T HAVE IT, WE'RE LOSING OUT. 
          WITH RESPECT TO ENROLLMENT SUPERINTENDENT HOUSE, HOW'S WITH THE PUA SYSTEM ARE YOU GOING TO RECEIVE ENROLLMENT PROJECTIONS FROM THE PRINCIPALS? ARE YOU GOING TO CONTINUE WITH THE PROJECTIONS YOU'VE RECEIVED? IT'S A COMBINATION OF BOTH. 
          OF COURSE, THE DEMOGRAPHER. 
          DEMOGRAPHER HAS A HAS A SKILL SET THAT WE SHOULD BE UTILIZING, BUT WE ALSO WANT TO LISTEN TO TO OUR ADMINISTRATOR. 
          SO IT SHOULD BE A COMBINATION OF BOTH. 
          AND WITH RESPECT TO, AGAIN, THE PUA, IS THERE HAS THERE BEEN A CONSIDERATION FOR INSTEAD OF UTILIZING ENROLLMENT TO UTILIZE I'M SORRY, USE ENROLLMENT INSTEAD OF STUDENT ATTENDANCE BECAUSE THAT'S A PROBLEM WITH US. 
          WE WANT ENROLLMENT AND FUNDS ATTRIBUTED BASED ON ENROLLMENT AND NOT JUST ATTENDANCE. 
          YES, WE'VE LOOKED AT SEVERAL DIFFERENT POSSIBILITIES. 
          OF COURSE, THAT IS NOT BUILT INTO WHAT WE DID HERE. 
          BUT AGAIN, WHAT'S WHAT'S GOING TO BE MOST IMPORTANT IS THAT AND THAT'S WHAT WE WANTED TO PRESENT AN ALTERNATIVE TODAY IS THAT WE HAVE PRINCIPALS WAITING AND THEY NEED TO MOVE FORWARD. WE FEEL LIKE WE'VE PUT A LOT OF WORK INTO A COUPLE OF DIFFERENT MODELS, AND WHAT WE'RE WANTING TO DO IS NOT PUT OURSELVES IN A SITUATION WHERE THERE'S DISSENSION IN TERMS OF DIFFERENT MODELS. WE NEED TO FIND A WAY A PATH AND GET BEHIND IT. 
          BUT YES, THERE ARE OTHER OPTIONS OUT THERE TO TO LOOK AT. 
          BUT I THINK THOSE ARE CONVERSATIONS THAT THE BOARD WILL HAVE TO HAPPEN, WILL HAVE TO HAVE WITH EACH OTHER TO DETERMINE MAJOR SHIFTS. 
          THAT COULD BE SOMETHING THAT WE LOOK AT FOR THE FUTURE. 
          BUT FOR PURPOSES OF WHERE WE ARE RIGHT NOW, I THINK WE HAVE TO GALVANIZE BEHIND WHATEVER IT IS THAT WE'RE GOING TO LAND ON. 
          AND SO YOU MENTIONED A COUPLE OF ISSUES WITH THE PUA SYSTEM. 
          ANYTHING ELSE? TELL ME THE ISSUES, ALL OF THE ISSUES YOU BELIEVE ARE BUILT WITHIN THE PUA SYSTEM BECAUSE WE HAVE TO MAKE A DECISION? YES, MA'AM. WE'VE WE'VE LAID WHAT WE FEEL ARE THE STRENGTHS IN THE LAST FEW BUDGET WORKSHOPS, THE WEAKNESSES. 
          SO WE DON'T FEEL LIKE WE'VE LEFT LEFT ANYTHING UNTURNED. 
          OKAY. SO BASICALLY GO BACK TO WHAT YOU'VE PRESENTED. 
          THAT WAS A VERY NICE WAY OF SAYING SO. 
          YES, MA'AM. OKAY. 
          ON SLIDE NUMBER 12. 
          YOU SAID THIS $12.9 MILLION IS GOING TO BE DISTRIBUTED TO THE CAMPUSES. 
          RIGHT. THINK IT'S ON MAYBE IT'S ON 11. 
          THAT $12.9 MILLION. 
          YES. HOW? WHO GETS IT? AND I'D LIKE FOR OUR TITLE ONE DEPARTMENT TO COME UP. 
          PAM WILL SHARE SOME INSIGHT AROUND EXACTLY WHAT THAT LOOKS LIKE. 
          [01:10:02]
THANK YOU, SIR. THANK YOU. THANK YOU, PAM. 
          GOOD AFTERNOON. THE $12.9 WILL GO OUT TO OUR TITLE ONE CAMPUS AS A ONE TIME ALLOCATION. 
          LET ME GO BACK THROUGH IT TITLE ONE [INAUDIBLE] OH, SO THAT'LL GO TO ALL OF OUR TITLE ONE CAMPUSES. SO WE RANKED THEM 100% TOTAL NUMBER OF STUDENTS ENROLLED, SOCIO ECONOMICALLY DISADVANTAGED STUDENTS ENROLLED ALL THE WAY DOWN TO 35%. 
          AND THEN WE DISTRIBUTE THE FUNDS OF $12.9 TO THEM. 
          AND IT'S BASED ON ENROLLMENT. 
          IT'S BASED ON ENROLLMENT. LOW INCOME STUDENTS ENROLLED IN THE CAMPUS. 
          OKAY. AND SO WITH THE LARGER SCHOOL, I'M TRYING TO GET TO EQUITY. 
          SURE. SO HOW DO WE GET TO EQUITY WITH THAT WHEN WE HAVE THESE LARGE SCHOOLS RECEIVING A PERCENTAGE OF THIS 12.9% AND WE HAVE THESE SMALLER SCHOOLS? YES, THEY'RE TITLE ONE SCHOOLS, BUT THEY'RE NOT THEY DON'T HAVE THE ENROLLMENT THAT THE LARGER SCHOOL. GET ME TO EQUITY, MA'AM. 
          SURE. BECAUSE THAT'S BASED ON ECONOMIC TITLE ONE IS BASED ON THE ECONOMICALLY DISADVANTAGED. RIGHT. 
          WHY DON'T WE HAVE ECONOMICALLY DISADVANTAGED AT BELLAIRE? DON'T WE HAVE THEM AT LAMAR? DON'T WE HAVE THOSE STUDENTS THERE? YES, BUT THEIR PERCENTAGE IS SMALLER. 
          SO THE ONES THAT HAVE HIGHER AND THE ONES THAT HAVE HIGHER ECONOMICALLY DISADVANTAGED NUMBERS ENROLLED AT THEIR CAMPUSES ARE GOING TO GET A HIGHER PER PUPIL ALLOCATION. 
          MY TIME IS UP. OKAY. 
          I'LL SEE YOU NEXT TIME. OKAY. 
          IF I MAY ADD TO THAT AS WELL. 
          SO TRUSTEE GUIDRY, THAT'S A WONDERFUL QUESTION. 
          ALSO, I WANT TO HIGHLIGHT THAT'S ONE TIME FUNDING BECAUSE IT'S FALLOUT, ESSENTIALLY MONEY THAT WE CAN'T GUARANTEE EVERY YEAR. 
          BUT I THINK IT'S MORE IMPORTANT TO LOOK AT THE RECURRING FUNDING, SOME FUNDING THAT'S GOING TO COME YEAR AFTER YEAR. 
          THAT $10 MILLION IS ACTUALLY USING A SLIGHTLY DIFFERENT METHODOLOGY, IT SAYS UP HERE WHERE IT ACTUALLY GOES TO THE TIER THREE CAMPUSES. 
          SO THAT IS DISTRIBUTED TO THE SCHOOLS WITH THE HIGHEST NEED. 
          THE SCHOOLS THAT HAVE THE MOST AT RISK INDICATORS, IT'S NOT SPREAD OUT AT EVERY SCHOOL. 
          IT'S REALLY THE SCHOOLS THAT HAVE THE MOST NEED BASED ON THE RESEARCH DATA. 
          AND THAT IS GOING TO DISPROPORTIONATELY HELP SOME OF THOSE SMALLER, HIGH RANKED SCHOOLS. 
          OKAY. TRUSTEE WADE. 
          THANK YOU, TRUSTEE CRUZ. 
          AND AGAIN, THANK YOU TO EVERYONE INVOLVED IN THIS PROCESS. 
          I REALLY DO APPRECIATE IT AND I THANK YOU TO THE COMMUNITY FOR THEIR INTEREST AND INPUT. 
          THEY'VE BEEN AMAZING, SO I REALLY DO APPRECIATE EVERYONE'S INVESTMENT. 
          MY QUESTION, A COUPLE OF THINGS. 
          SO BASICALLY THE JUST THE IT LOOKS LIKE AND I MAY BE WRONG, BUT TO 2018 WE HAD A $90 MILLION INCREASE IN ADMINISTRATION. 
          WHICH SLIDE ARE YOU REFERRING TO? I'M NOT. I'VE GOT THIS. 
          I'M JUST REFERRING TO. 
          SO WHEN WE DO THE STAFFING TO CUT ADMINISTRATION OF DOLLARS. 
          IT SHOULD NOT BE AS PROBLEMATIC. 
          AS IT SOUNDS. 
          ONLY BECAUSE WE'VE GONE IN. 
          WHAT? THAT'S FIVE YEARS. 
          WE'VE ALREADY GONE UP THAT MUCH IN OUR SPENDING. 
          SO MY QUESTION ABOUT THE STAFFING FOR THE SUPPORTS THAT YOU MENTIONED ON PAGE 18. 
          AND THE STRATEGIES THAT YOU HAVE COMING FORTH ON PAGE 18. 
          IF YOU ARE GOING TO BE CUTTING STAFF IN THE ADMINISTRATION, HOW DO YOU PLAN TO MAKE SURE THOSE COMING SUPPORTS ARE WELL INTENTIONED AND PROVIDED FOR? SOME OF IT WILL CONSIST OF REORGANIZATION OF EXISTING STAFF INTO THE RIGHT POSITIONS TO BE ABLE TO COVER THE WORK THAT WE NEED. 
          SO YOU'LL YOU'LL SEE, YOU KNOW EACH OF OUR DEPARTMENTS AND EACH ONE OF OUR CHIEFS IS GOING THROUGH THAT PROCESS RIGHT NOW. 
          OKAY. SO THEY'LL BE SHIFTING THOSE PRIORITIES THAT ALIGN TO EXACTLY WHAT IT IS TO MEET THESE PARTICULAR NEEDS. 
          OKAY. AND HOW WILL, WILL THE ACCOUNTABILITY MEASURE BE BASED ON, OBVIOUSLY, STUDENT OUTCOMES. BUT WHAT WILL BE HOW WILL Y'ALL DRIVE THE ACCOUNTABILITY IN THOSE DEPARTMENTS? SO NOW ARE YOU REFERRING TO. 
          THE OTHER THINGS THAT YOU MENTIONED ON PAGE 18? SO WE WE, OF COURSE, WILL WORK CLOSELY WITH OUR WITH DR. 
          MATNEY AND OUR RESEARCH AND ACCOUNTABILITY DEPARTMENT TO DETERMINE EXACTLY HOW IMPROVEMENT IS HAPPENING OR NOT HAPPENING SO THAT WE CAN PIVOT AND MAKE ADJUSTMENTS ALONG THE WAY. JUST BECAUSE WHEN WE KEEP ADDING STAFF OVER THESE YEARS AND MONEY INTO THE HATTIE MAE WHITE PART OF THIS ADVENTURE, IT SEEMS LIKE MAYBE ACCOUNTABILITY HAS BEEN A PAST PROBLEM. AND I APPRECIATE YOUR WILLINGNESS TO LOOK AT THAT AS WELL. 
          SO AND ONE MORE QUESTION AND I'LL COME BACK AROUND ON THE MAGNET DATA. 
          [01:15:05]
WELL, I GUESS I'M OVER. 
          MOVING ON. THANK YOU. 
          TRUSTEE BLUEFORD-DANIELS. 
          THANK YOU, MADAM PRESIDENT, SUPERINTENDANT HOUSE. 
          FIRST, LET ME PREFACE MY QUESTION WITH I JUST WANT PEOPLE TO THOSE THAT ARE ONLINE AND FOLLOW US. LOOK AT THE AGENDA NOTES, QUESTION Q&A THAT CAME OUT AND OTHER Q&A THAT THERE'S NOT ONE QUESTION THAT ADDRESSES CLOSING THE GAP, NOT ONE. 
          LET ME SAY THAT AGAIN. 
          THERE'S NOTHING SUBMITTED BY THE TRUSTEES THAT ADDRESS CLOSING THE GAP. 
          AND I'M GOING TO TALK ABOUT THAT CONTINUOUSLY, BECAUSE OBVIOUSLY WE HAVE A BIG GAP. 
          ONE OF OUR PARENTS, A SPEAKER, SAID, MS. ARLENE HARRELL, WE RISE TOGETHER. 
          WE DO RISE TOGETHER WHEN WE CLOSE THE GAP. 
          AND SO I JUST WANTED TO MAKE THAT THAT POINT OF NOTE. 
          AND I WANTED TO ASK, THOUGH, THE SMALL SCHOOLS WHAT THE IDENTIFIER FOR TO DETERMINE A SCHOOL AS A SMALL SCHOOL. 
          ELEMENTARY. MIDDLE SCHOOL. 
          HIGH SCHOOL. CHIEF REED, WILL YOU SHARE A LITTLE BIT OF INSIGHT? AND WE. YEAH. 
          YEAH. THE SMALL SCHOOLS IT'S 1,000 FOR HIGH SCHOOLS, 750 FOR MIDDLE SCHOOLS AND 500 FOR ELEMENTARIES. THAT'S ALL MY SCHOOLS. 
          EVERY LAST ONE OF THEM. AND SOME OF THE COMMENT AND I ASKED THAT QUESTION PERSONALLY, PUBLICLY, BECAUSE A LOT OF THE CAMPUSES, WHEN I LOOK BACK TO SEE THE ENROLLMENT, A LOT OF MY KIDS OUT OF THE DISTRICT THAT ARE ZONED TO THE DISTRICT ARE GOING TO BELLAIRE EAST EARLY HOUSTON COLLEGE FOR INTERNATIONAL STUDIES. 
          [INAUDIBLE] NOW, AS A PARENT AND A GRANDPARENT, I WOULD WANT THE BEST EDUCATION FOR MY CHILD AS WELL, OUR GRANDCHILD. 
          SO I WOULD WANT TO SEND THEM TO WITH THE BEST OPPORTUNITY, WHICH MEANS THAT WE'VE GOT TO LOOK AT HAVING OPPORTUNITIES ELSEWHERE AND JUST NOT ONE PARTICULAR PART OF THE DISTRICT. 
          AND SO WITH THAT BEING SAID, HOW MANY CAMPUSES ARE WITH THAT ARE ID'D AS SMALL SCHOOLS? I'VE BEEN HEARING THIS CRY ABOUT CLOSING SMALL SCHOOLS TO TO TRY TO CLOSE CLOSE THE GAP ON THE BUDGET. AND I JUST WANT YOU TO KNOW AND LET'S FROM THE Q&A, UNLESS WE HAVE THE SUPPORT IN THESE SMALL SCHOOLS AND SOMETHING TO ATTRACT AND RETAIN OUR CHILDREN IN OUR SMALL SCHOOLS, IN OUR COMMUNITIES, LIKE I SAID, USING THAT CRITERIA THAT'S DETERMINED FOR SMALL SCHOOLS. THAT'S EVERY CAMPUS IN DISTRICT TWO. 
          EVERY CAMPUS IN DISTRICT TWO, LESS THAN A THOUSAND. 
          SO I WANTED TO MAKE THAT POINT. THANK YOU. 
          TRUSTEE. SANTOS. 
          THANK YOU SO MUCH, PRESIDENT CRUZ SUPERINTENDENT HOUSE FOR YOUR PRESENTATION. 
          THERE ARE SOME GREAT TIDBITS HERE AND POSES A LOT MORE QUESTIONS. 
          I WANT TO GO BACK TO TRUSTEE GUIDRY POINT AND ACTUALLY TO YOURS, SUPERINTENDENT HOUSE, BECAUSE THAT WAS ONE OF THE MAIN REASONS WHY I CHAMPIONED YOU, BECAUSE YOU SAID THAT ENROLLMENT BASED MONEY WAS ABSOLUTELY THE WHAT OUR KIDS NEEDED TO BE SUCCESSFUL IF WE KEPT. TRUSTEE GUIDRY RECOMMENDATION OF MOVING FORWARD WITH ENROLLMENT DATES, FUNDING, AND WE KEPT THE PUA THE SAME. 
          HOW MUCH MORE? AND I'M LOOKING AT GLENN ALREADY. 
          OR WOULD WE NEED TO TO TO FIND. 
          I THINK WE'D HAVE TO GO BACK AND EXAMINE IT TO SEE EXACTLY WHAT THAT WOULD LOOK LIKE. 
          BUT, GLENN, I DON'T KNOW IF YOU HAVE THAT ON TOP OF MIND. 
          I'LL BE EXTREMELY IMPRESSED IF YOU DO. 
          WELL, WHEN WE DID THIS I WAS 18. 
          $31 MILLION. 
          IT WAS ABOUT $31 MILLION. 
          OBVIOUSLY, WE HAVE FEWER STUDENTS NOW. 
          SO THOSE NUMBERS CHANGED. SO WHAT IT IS NOW, I DON'T HAVE BUT I DO REMEMBER WHAT IT WAS BACK AT THAT TIME. SO IT WAS ABOUT $31 MILLION. 
          AND AGAIN, I'M GOING TO NEED A LITTLE BIT OF TIME TO PROCESS THIS, BUT THERE WAS AN AMENDMENT THAT I MADE GOING, I DON'T KNOW IF YOU REMEMBER IT, THAT AVERAGE BASICALLY THE ATTENDANCE. THE AVERAGE ATTENDANCE BETWEEN THE SCHOOLS WITH THE HIGHEST THE HIGHEST ATTENDANCE IN THE SCHOOLS WITH THE LOWEST ATTENDANCE AND WE BOUGHT BROUGHT THE BASELINE WAS HERE SO SCHOOLS IN AREAS WITH THE SMALLER SCHOOLS THAT DIDN'T HAVE THAT ATTENDANCE THAT THEY NEEDED. WE BROUGHT THEM UP AND GAVE THEM MORE MONEY WITHOUT TAKING MONEY FROM THOSE SCHOOLS THAT HAD GREAT ATTENDANCE. 
          DO YOU REMEMBER THAT? I REMEMBER ABOUT INTO SCHOOLS. 
          I THINK IT WAS $3 MILLION TO GO BACK INTO TRUSTEE BLUEFORD-DANIELS IN LIKE $1.5 MILLION INTO TRUSTEE HERNANDEZ'S WE WOULD HAVE GIVEN THOSE SCHOOLS THAT WE WERE TALKING ABOUT ADDITIONAL DOLLARS. 
          SO I LOOKED AT DR. 
          CRUZ WHEN YOU WERE SAYING THE TITLE ONE FUNDING THAT WE WERE USING, IT WAS SLIDE 
          [01:20:10]
I GUESS I HAVE TWO QUESTIONS THE ACHIEVE 180 PROGRAM THAT'S GONE, AND THAT WAS $30 MILLION. WHERE DID THAT MONEY GO? CHIEF REED. SO SOME OF THAT IS GOING INTO TRANSFORMATION, TRANSFORMATION TRANSFORMATION SCHOOLS, TRANSFORMATION SCHOOLS AND SOME OF THE IS BEING ALLOCATED REALLOCATED IN TITLE ONE AS WELL. 
          SO IT WASN'T $30 MILLION IN THE GENERAL FUND, IT WAS ABOUT $12 MILLION IN GENERAL FUND, I THINK ANOTHER $12 TO $15 OUT OF TITLE ONE. 
          SO IF I MAY SUPERINTENDENT HOUSE. 
          YES. SO JUST TO BREAK THIS DOWN, SO THE THE FUNDING THAT'S GOING TOWARDS THE ACHIEVE 180 RIGHT NOW IS ESSENTIALLY BEING REPURPOSED FOR THE SAME KIND OF EFFORTS AROUND THE TRANSFER. IT'S JUST BEING REBRANDED WITH TRANSFORMATION WITH THE NEW TENANTS. 
          SO DR. WATTS, IS ACTUALLY THAT MONEY STILL BEING USED FOR THAT SAME PURPOSE, JUST IN A SLIGHTLY DIFFERENT FORM. 
          THESE FUNDS, AGAIN, JUST TO JUST TO JUST TO MAKE SURE WE'RE ALL UNDERSTANDING THAT $48 MILLION IN RECURRING FUNDS, THAT'S WHAT WE TYPICALLY GIVE SCHOOLS IN THE CURRENT IN THEIR BASELINE ENTITLED ONE ALLOCATION THAT'S INCREASING BY $10 MILLION. 
          AND IT'S NOT BECAUSE WE RECEIVED MORE MONEY. 
          THERE'S NOT MORE MONEY THAT WE'RE GETTING. 
          IT'S BECAUSE WE MADE CUTS TO CENTRAL OFFICE. 
          EXPENDITURES WERE NOT REFLECTED IN THE $60 MILLION. 
          THESE ARE SEPARATE SO WE CAN GIVE SCHOOLS MORE DISCRETIONARY FUNDING. 
          BUT THAT $10 MILLION DIFFERENCE IS GOING IN THIS MORE EQUITABLE MANNER WHERE IT'S GOING TO THE SCHOOLS WITH THE HIGHEST LEVEL OF NEED AS BASED ON THE RESEARCH AND ACCOUNTABILITIES 20 INDICATORS, THE DISCRETIONARY FUNDING THAT $12.9 MILLION IS BEING SPREAD JUST ONE TIME FUNDING USING THE SAME METHODOLOGY THAT TITLE ONE HAS ALWAYS USED. 
          SO IT'S THE SAME METHODOLOGY LOOKING. 
          IT GOES TO ALL SCHOOLS BASED ON THE NUMBER OF STUDENTS, ETCETERA. 
          SO THAT I HOPE THAT EXPLAINS KIND OF HOW THE TITLE BREAKS DOWN, RIGHT? I THINK THE TRUSTEE DEIGAARD'S POINT IS THAT IT IS BENEFICIAL AND WE HAVE THOSE LIKE WE HAD THOSE DEPARTMENT CUTS. AND I LOOKED AT THE Q&A, WE CUT, I MEAN, A SIGNIFICANT AMOUNT OF HATTIE MAE WHITE IN 2019. 
          BUT THEN I LOOK AT THOSE CUTS, HOW MUCH WE SPENT HATTIE MAE WHITE. 
          THEY'RE NOT REFLECTED TO THE CUTS THAT WE THOUGHT WE MADE. 
          TRUSTEE BAKER. 
          THANK YOU SO MUCH MADAM PRESIDENT, THANK YOU FOR THAT PRESENTATION. 
          SUPERINTENDENT MY FIRST QUESTION IS, ONCE THE ESSER FUNDING AND THE TITLE ONE FUNDING ARE EXHAUSTED, WHAT ARE OUR PLANS TO MAINTAIN BUDGET AFTER AFTER THAT? OF COURSE, AS WE'VE INDICATED IN PREVIOUS PREVIOUS BUDGET WORKSHOPS, THE PLAN IS TO REALLY STUDY OVER THE COURSE OF THE NEXT YEAR EXACTLY WHERE SOME OF THE OTHER CUTS THAT WILL BE RESIDUAL TO THE DISTRICT. 
          THAT CAN NOT ONLY HELP US WITH THE DEFICIT AND THOSE ARE GOING TO BE THINGS THAT WE'VE TALKED ABOUT. I KNOW THERE'S BEEN A BIG CONVERSATION AROUND SCHOOL CONSOLIDATIONS OR WHATNOT. WE'RE GOING TO HAVE TO LOOK AT SEVERAL DIFFERENT THINGS, NOT JUST SCHOOL CONSOLIDATIONS. SO SO WE'LL BE STUDYING THAT PIECE IN TERMS OF SUSTAINABILITY OVER THE COURSE OF THE NEXT YEAR TO DETERMINE EXACTLY WHAT THAT'S GOING TO LOOK LIKE. 
          SO ESSER IS A YOU KNOW, IT'S PUT A LOT OF SCHOOL DISTRICTS IN A PLACE OF SHORT TERM LEVEL OF COMFORT. BUT WE KNOW THAT COMFORT COMES WITH EXTREME PLANNING THAT WE'RE GOING TO HAVE TO FOCUS ON. SO WE'LL BE STUDYING THAT ON TOP OF TRYING TO INCREASE ENROLLMENT TO MEET US IN THE MIDDLE SO THAT WE CAN GET TO A PLACE WHERE WE HAVE THE KIND OF FINANCIAL SUSTAINABILITY THAT WE NEED AND WANT. 
          MY NEXT QUESTION, SIR. 
          THANK YOU, IS HOW DOES THIS ALTERNATIVE PLAN COMPARE TO THE EARNED TIERED AUTONOMY MODEL? SO THE SYSTEM OF GREAT SCHOOLS THAT WE WE TALKED ABOUT EARLIER, WE, I THINK JUST RECEIVED NOTIFICATION MAYBE ON MONDAY OR TUESDAY. 
          WE WERE OFFICIALLY APPROVED AT THE STATE LEVEL. 
          THAT'S A PART OF WHAT WHAT THE SYSTEM DOES ASSIST SCHOOL DISTRICTS WITH THAT THAT GO THROUGH THIS PROCESS AND UTILIZE THIS PARTICULAR MODEL. 
          SO WE'RE EXCITED TO WORK WITH THEM TO DEVELOP WHAT THAT IS GOING TO LOOK LIKE. 
          THAT'S A PART OF THE PROCESS THAT WE'LL BE GOING THROUGH AND WE'RE LOOKING FORWARD TO ENSURING THAT THAT EXISTS. 
          BUT NOW WE HAVE A MODEL TO TO UTILIZE AND WE LOOK FORWARD TO ADHERING TO THE PLANNING TENETS THAT GO ALONG WITH THAT MODEL TO GET TO THE TIERED AUTONOMY AND THE ACCOUNTABILITY THAT THAT OUR CHILDREN AND SCHOOLS DESERVE. 
          OKAY. AND ON PAGE 23, YOU MENTIONED THAT THE $60 MILLION IN REDUCTIONS, YOU MENTIONED THAT SOME SERVICES WE MEET MAY BE DISRUPTED, LIKE MAINTAINING LANDSCAPE AND THINGS LIKE 
          [01:25:05]
THAT. I'M WONDERING, YOU PUT THAT ALL IN LIKE IN A LUMP. 
          HAVE YOU, LIKE SPECIFICALLY IDENTIFIED EXACTLY WHAT WILL HAPPEN IN THAT $60 MILLION? WHAT I WAS TRYING TO DO THERE WAS REALLY TO MORE SO GET EVERYBODY TO UNDERSTAND THAT CENTRAL OFFICE IS NOT JUST HATTIE MAE. 
          CENTRAL OFFICE IS MAINTENANCE FACILITIES, BUS DRIVERS, IT'S THOSE MANY OF THE ESSENTIAL FUNCTIONS. BUT IT'S ALL, LIKE YOU SAID, LUMPED IN TO CENTRAL OFFICE. 
          SO WE HAVE TO KNOW AND UNDERSTAND THAT WITH THOSE KIND OF CUTS COMES, YOU KNOW, THE DECREASE IN SOME INSTANCES OF SERVICES AS WELL. 
          BUT IT'S ONE OF THOSE THINGS WE'RE IN THAT SITUATION WE NEED TO DO WHAT WE HAVE TO DO. 
          AND IT'S IMPORTANT TO SHOW THAT, YOU KNOW, WE'LL DO IT ON THIS END BEFORE WE EXPECT IT IN OUR SCHOOL BUILDINGS. 
          BECAUSE I WANTED TO MAKE SURE THAT SERVICES WILL NOT BE CUT. 
          THAT WILL CAUSE THE PUBLIC TO BEGIN TO COME, YOU KNOW, BE CONCERNED ABOUT LAWNS NOT BEING CUT AND SERVICES COMING FROM THE CITY. 
          YOU KNOW, WHENEVER SOME SERVICES ARE HALTED, YOU KNOW, THAT'LL PROBABLY GENERATE SOME THOSE ARE ALL THINGS THAT WE HAVE TO PAY ATTENTION TO. 
          AND WE HAVE TO LOOK AT EVERYTHING. 
          OKAY. MY NEXT QUESTION IS, WE LOST A LOT OF STUDENTS, AS WE KNOW, DURING COVID. 
          HOW COME WE HAVEN'T AGGRESSIVELY WENT BACK TO GET THOSE STUDENTS? I KNOW YOU HAVE SOME PLANS IN PLACE FOR DOOR TO DOOR. 
          BUT I'M TALKING ABOUT THE STUDENTS THAT WE LOST THAT ARE ALREADY IDENTIFIED. 
          SO THERE HAVE BEEN, YOU KNOW, EXTENSIVE PLANS IN REFERENCE TO WHAT WE'VE DONE TO START THIS SCHOOL YEAR BEFORE YOU CAME ON. 
          IT WASN'T THE IDEA OF GOING DOOR TO DOOR. 
          WE'VE ACTUALLY HAD TEAMS HITTING THE PAVEMENT EVEN PRIOR TO THIS YEAR. 
          BUT THIS IS SOMETHING THAT WE CONTINUE TO DO. 
          BE GLAD TO HAVE DR. 
          CRUZ TO SHARE A LITTLE BIT MORE INSIGHT AND REFERENCE TO WHAT SOME OF THOSE PLANS HAVE BEEN THAT WE'VE EXECUTED UP UNTIL THIS POINT. 
          SO THAT WAS ACTUALLY ONE OF THE VERY FIRST THINGS THE SUPERINTENDENT CHARGED US WITH WHEN HE CAME ON BOARD LAST SUMMER WAS WE NEED TO FIND ALL OF THESE LOST CHILDREN AND BRING THEM BACK AND MORE IMPORTANTLY, FOR THEIR EDUCATIONAL OUTCOMES AND EVEN THE BUDGETARY PIECE. SO AS SUPERINTENDENT INDICATED FROM THE BEGINNING, WE SENT TEAMS, WE HAD CENTRAL OFFICE, WE PARTNERED WITH ORGANIZATIONS INCLUDING HFT. 
          I MEAN, WE WORK WITH AS MANY ORGANIZATIONS AND GROUPS THAT WE COULD TO GO OUT AND CANVASS KNOCK DOOR TO DOOR AND MAKE TENS OF THOUSANDS OF OUTREACH, DO TARGETED MAILINGS. 
          I MEAN, WE WORKED WE LEARNED ABOUT HOW POLITICAL CAMPAIGNS WORK TO LITERALLY REPLICATE THAT, TO HELP US WITH FINDING KIDS. 
          AND AS A RESULT, WE WERE ABLE TO BRING IN THOUSANDS OF STUDENTS. 
          AND I THINK THAT'S WHEN YOU SEE THE DATA, THE DECREASE IN ENROLLMENT, EVEN THOUGH THERE'S BEEN A DECREASE, IS ACTUALLY THE LOWEST IT'S BEEN IN SEVEN OR EIGHT YEARS, I THINK IN LARGE PART BECAUSE OF THOSE EFFORTS. 
          NOW, THERE'S A LOT MORE THAT WE CAN AND SHOULD DO. 
          AND I THINK THAT SPEAKS TO THE SUPERINTENDENTS PLAN AROUND SOME OF THE THINGS THAT ARE UPCOMING. BUT YES, THIS HAS BEEN ONGOING SINCE THE BEGINNING, BUT ESPECIALLY SINCE THE SUPERINTENDENT CAME ON BOARD AND SAID, WE NEED IT, WE NEED TO SPEND TIME ON THIS. 
          THE ONE THING, TRUSTEE BAKER, THAT I WANT TO NOTE AS WELL IS ONE OF THE BIGGEST DRIVERS TO THIS LEVEL HAS BEEN THE INCREASE IN SPECIAL EDUCATION SERVICES AS WELL, WHICH WE KNOW IN PREVIOUS YEARS HAVE BEEN AN ISSUE. 
          I'M PROUD TO SAY I THINK I MENTIONED THIS LAST BUDGET WORKSHOP THAT THAT WE ARE NOT SEEING THE KIND OF COMPLAINTS FROM OUR COMMUNITY MEMBERS THAT WE WERE SEEING EARLIER IN THE SCHOOL YEAR. I STILL HAVE NOT RECEIVED ANOTHER TEA COMPLAINT SINCE OUR LAST BUDGET WORKSHOP AND WE WERE SEEING THOSE SOMETIMES 4 TO 5 TIMES A WEEK. 
          SO THAT'S A YOU KNOW, THAT'S AN INVESTMENT THAT IS WELL SPENT IN MY EYES TO ENSURE THAT SOME OF OUR MOST VULNERABLE STUDENTS GET THE THE SERVICES THAT THEY NEED AT A HIGH LEVEL. 
          AND YOU SAID THAT WE HAVE TO APPROVE ALL OF THIS TODAY. 
          AND IF WHAT HAPPENS IF WE DON'T APPROVE THIS TODAY? SO DON'T HAVE TO DO ANYTHING OR WHATNOT, BUT IT WOULD BE EXTREMELY HELPFUL TO GET THIS DONE AS EARLY AS POSSIBLE BECAUSE PRINCIPALS HAVE TO MOVE FORWARD IN TERMS OF THEIR STAFFING AND KNOWING EXACTLY WHAT THEY'RE GOING TO HAVE. 
          SO WE JUST WANT TO MAKE SURE TO SHARE THAT UP. 
          TRUSTEE PRESIDENT CRUZ AND I TALKED ABOUT KIND OF THAT DROP DEAD DATE AND BEING APRIL 28TH, BUT EVEN BEFORE APRIL 28TH, WE REALLY NEED TO KNOW BY NEXT WEEK KIND OF WHERE WE'RE GOING AND WHAT THAT'S GOING TO LOOK LIKE IN TERMS OF NEXT STEPS. 
          THANK YOU FOR WORKING WITH THE PUBLIC AND MODIFYING AND TRYING TO MAKE AMENDS AND COMPROMISE. AND I'LL JUST SAVE MY NEXT QUESTIONS FOR THE NEXT ROUND. 
          THANK YOU SO MUCH. TRUSTEE HERNANDEZ. 
          [01:30:02]
THANK YOU FOR THE PRESENTATION, MR. HOUSE. MY FIRST QUESTION IS ABOUT EQUITY, TOO. 
          WHAT CHANGES WILL BE MADE TO THE PUA SYSTEM THAT WE CURRENTLY HAVE IN ORDER TO MAKE SURE THAT THAT PUA SYSTEM IS BEING USED EQUITABLY AT THE CAMPUS LEVEL? SO WHAT I HEARD IN THAT STATEMENT WAS ACCOUNTABILITY. 
          IS THAT CORRECT? CORRECT. 
          AND I SAW THAT IT SAID ACCOUNTABILITY AND TRAINING. 
          SO ACCOUNTABILITY IS NOT, IN MY EYES A FAIR PHRASE OR WORD TO USE WITHOUT SUPPORT. 
          SO ENSURING THAT, YOU KNOW, THE NECESSARY TRAINING EXPECTATIONS ARE LAID OUT TO ENSURE THAT PRINCIPALS AND SCHOOL BASED ADMINISTRATORS KNOW WHAT THOSE EXPECTATIONS ARE, HAVE THE KIND OF SUPPORTS THAT ALIGNED TO TO WHERE WHERE WE ARE AND WHERE WE'RE GOING. 
          SO THE TRAINING, ALONG WITH THE ACCOUNTABILITY, IS VERY, VERY IMPORTANT. 
          OKAY FROM THE PREVIOUS BUDGET MEETING, THERE WAS A SLIDE OF ALL THE CENTRALLY FUNDED POSITIONS OR MATERIALS AND SERVICES, ALL OF THESE FUNDED, CENTRALLY FUNDED MATERIALS AND SERVICES UNDER THE PUA MODEL, THE CAMPUS WOULD BE PURCHASING THOSE. 
          OR ARE THERE ANY OF THESE THAT ARE STAYING CENTRALLY FUNDED? YOUR FIRST. IT WOULD BE ON ON THE CAMPUS. 
          CORRECT. AND THE THREE ESSENTIAL POSITIONS WOULD ALSO BE FUNDED BY THE SCHOOL. 
          CORRECT. DO YOU HAVE A SAMPLE CAMPUS COMPARISON BETWEEN THE THREE MODELS THAT WERE PRESENTED FOR THE DIFFERENT CUTS ON SLIDE 22? DON'T HAVE ONE TODAY, BUT WE CAN VERY EASILY GET YOU ONE. 
          THAT'S THAT'S SIMPLE. 
          OKAY, PERFECT. AND THEN FIRST, GOING BACK TO THE TITLE ONE, I KNOW IT SAYS THAT THERE'S A METHODOLOGY FOR THE TITLE ONE FUNDS AND HOW THEY'RE DISTRIBUTED. 
          WHEN WAS WHO DECIDES THAT AND WHEN WAS THE LAST TIME THAT THAT WAS LOOKED AT SO THAT WE CAN MAKE SURE IT'S EQUITABLE? SO I'D LIKE TO TO HAVE PAM EVANS TO COME UP AND SHARE A LITTLE BIT MORE. 
          FOR THOSE OF YOU THAT HAVEN'T MET PAM, PAM IS IN OUR FEDERAL PROJECTS AND TITLE ONE DEPARTMENT. NICE TO MEET YOU, PAM. 
          DEPARTMENT OF EDUCATION GIVES US THAT WE USE TO BE ABLE TO COUNT LOW INCOME STUDENTS THAT ARE ENROLLED AT THE ACTUAL AT THE CAMPUS. 
          WE THEN RANK THOSE SCHOOLS BY 100%, ALL THE WAY DOWN TO 35%. 
          35% IS OUR CUTOFF TO BE ABLE TO COUNT A SCHOOL AS A TITLE ONE CAMPUS. 
          OKAY. BUT THE WAY THAT THEY DISTRIBUTED IN HISD IS JUST BY THE NUMBER OF STUDENTS. 
          NO, IT'S BASED ON THE NUMBER OF LOW INCOME STUDENTS ENROLLED. 
          SO WE LOOK AT THE NUMBER OF STUDENTS THAT ARE TOTAL NUMBER OF STUDENTS ENROLLED. 
          HISD DOES NOT DOES IT MAKE THAT METHODOLOGY? NO, WE CAN NOT MAKE THAT METHODOLOGY. 
          YES, YOU ARE CORRECT. AND THEN GOING BACK TO SLIDE 17, I'M JUST MAKING SURE JUST MAKING SURE ON SLIDE 17, I KNOW THAT WE HAVE A LOT OF COMPETITION. 
          SO WHAT OPTIONS DO WE HAVE UNDER THIS NEW PUA MODEL OR THIS ORIGINAL PUA MODEL TO PARTNER WITH OTHER ORGANIZATIONS OUTSIDE OF HISD TO BRING STUDENTS IN? WE'RE TRYING TO BRING STUDENTS IN, AND WE KNOW THAT THAT'S ONE OF OUR BIGGEST WEAKNESSES. 
          SO WHAT OTHER OPTIONS CAN WE HAVE? I THINK I THINK PARTNERSHIPS FROM THE STANDPOINT OF OF REALLY PAYING ATTENTION TO WHAT THE STRENGTHS ARE IN THE COMMUNITY. 
          AND WE WE PLAN TO SO. 
          I WOULD BE GLAD TO HAVE SOME OF THE STAFF TO TALK ABOUT WHAT THOSE PARTICULARS ARE. 
          I DON'T REMEMBER RIGHT OFF THE TOP OF MY HEAD, BUT THERE ARE I HAD AN EMAIL EXCHANGE WITH THE PARTNERS PARTNERS IN EDUCATION OR COMMUNITIES IN SCHOOLS THIS MORNING TO MEET WITH THEM NEXT WEEK. I THINK THEY'RE ONE EXAMPLE OF HOW WE CAN SHIFT SOME RESOURCES AND SUPPORTS TO LOOK AT DOING MORE FOR CHILDREN WHEN IT'S ALL SAID AND DONE. 
          BUT THERE ARE OTHERS THAT ARE OUT THERE THAT WE WANT TO PARTNER WITH, ENSURE THAT THAT THE RIGHT SERVICES ARE IN PLACE TO BRING MORE KIDS BACK. 
          WE ALSO WANT TO UTILIZE OUR OUR INTERNAL SUPPORTS AS WELL, BECAUSE OUR FOLKS HAVE BEEN WORKING EXTREMELY HARD. 
          AS YOU REMEMBER, IN THE BEGINNING OF THE SCHOOL YEAR, WE HAD TEAMS AT EACH SCHOOL THAT WENT FROM DOOR TO DOOR. 
          I HAD AN OPPORTUNITY TO DO SOME OF THOSE VISITS WITH THOSE TEAMS TO BRING BELIEVE IT WAS IN EXCESS OF 16 OR 17,000 KIDS BACK INTO THE DISTRICT AS WE CAME BACK FROM THE PANDEMIC. 
          [01:35:01]
I HAVE ONE LAST QUESTION BEFORE MY TIME RUNS OUT, AND THAT IS HOW WILL TRANSFORMATION SCHOOLS BE FUNDED DIFFERENTLY THAN THE REST OF THE CAMPUSES? I KNOW THAT YOU SAID THOSE $30 MILLION FROM ACHIEVE 180 WILL BE GOING TO TRANSFORMATION SCHOOLS, BUT WHAT DOES THAT ACTUALLY MEAN IN PRACTICE? SO THERE ARE A FEW WAYS IN WHICH THOSE SCHOOLS WILL REALIZE DIFFERENT RESOURCES. 
          ONE IS PERFORMANCE INCENTIVES, RECRUITMENT AND RETENTION INCENTIVES THAT ARE CAMPUS BASED. 
          ADDITIONALLY, THOSE SCHOOLS WILL RECEIVE MORE STAFF. 
          SOME OF THOSE ARE SCHOOLS WILL RECEIVE FLEXIBLE POSITIONS. 
          OTHERS WILL RECEIVE BASED POSITIONS SUCH AS AN ADDITIONAL ASSISTANT PRINCIPAL. 
          I WAS ABLE THIS WEEK TO BEGIN HAVING CONVERSATIONS ABOUT HAVING A CLIMATE AND CULTURE OFFICER AT EACH SCHOOL TO SUPPORT SAFETY. 
          THAT'S ONE OF THE TRENDS THAT I'VE HEARD FROM TRUSTEES, IS THAT THAT'S NEEDED ON OUR CAMPUSES AS WELL. 
          THOSE STUDENTS WILL ALSO HAVE ACCESS TO FREE AFTER SCHOOL EXPERIENCES, SO THAT WILL BE FUNDED. SO THOSE ARE JUST A FEW EXAMPLES. 
          AND THOSE ARE CENTRALLY FUNDED. 
          YES. OKAY. 
          IS THERE ANYONE I MISSED THAT DID NOT GO ROUND ONE THAT WANTED TO GO? OKAY THEN I'LL ROUND UP ROUND ONE. 
          LET'S SEE. SO I WANTED TO ASK. 
          ARE THE GOALS, THE BOARD GOALS, CLEARLY THE FRAMEWORK AROUND WHICH THE BUDGET HAS BEEN CRAFTED? WE HAVE WORKED VERY CLOSELY AS A PART OF EACH ONE OF OUR, IT SEEMS LIKE, COUNTLESS HOURS TO ENSURE THAT WE KEEP THE BOARD GOALS IN FRONT OF US AS AS THE GUIDING STAR IN TERMS OF WHAT WE DO. 
          CAN YOU GIVE ME AN EXAMPLE? THERE'S SEVERAL DIFFERENT ONES. 
          SO. AND I'LL KIND OF THROW IT OUT TO MY STAFF IN REFERENCE TO DR. 
          CRUZ YOU WANT TO SHARE? HE'S KIND OF BEEN IN CHARGE OF THE COHERENCE OF WHAT THIS LOOKS LIKE. SURE. SO, FOR EXAMPLE, THE SUPERINTENDENT ATTACHED TO US AS IT PERTAINS TO THE GOAL THAT DEALS WITH CMR, THE COLLEGE CAREER, MILITARY READINESS, MAKING SURE THAT THE RESOURCES THAT ARE PUT BEHIND THIS, WHETHER THAT'S THROUGH ESSER, WHETHER THAT'S THROUGH STAFFING, WHETHER THAT'S THROUGH ANY OF THE OTHER PORTIONS WE'VE TALKED ABOUT, ALL SUPPORT THE CCMR GOAL. 
          WHEN WE THINK ABOUT LITERACY AND WHEN WE THINK ABOUT MATH, THE MATH GOALS THAT YOU ALL HAVE DEVELOPED AROUND LITERACY AND MATH, I THINK SOME OF THE KEY LEVERS THAT YOU SEE REFLECTED IN THE PLAN INCLUDE WHAT WE'RE DOING IN EARLY CHILDHOOD IN TERMS OF ACCESS, BECAUSE WE KNOW THAT THAT'S WHERE IT BEGINS. 
          THE INCREASE IN THE NUMBER OF EARLY CHILDHOOD CLASSROOMS AND SEATS, THE REDUCTION IN THE RATIO, I THINK TALENT, IF YOU LOOK AT THE GLOBAL PICTURE FOR THE SUPERINTENDENT VISION, HIS BIGGEST THING IS TALENT, MAKING SURE WE HAVE THE MOST TALENTED AND BEST SUPPORTED TEACHERS AND PRINCIPALS IN FRONT OF OUR STUDENTS. 
          AND THAT'S, AS HE DESCRIBES TO US ALL THE TIME. 
          THAT'S THE BACKBONE OF THE ENTIRE PLAN. 
          WHAT YOU SEE WITH COMPENSATION HERE, COMPENSATION COUPLED WITH STRONGER ACCOUNTABILITY SYSTEMS, COUPLED WITH ADDITIONAL TRAINING FOR TEACHERS, COUPLED WITH ALL OF THESE DIFFERENT THINGS, IT ALL IS IN SUPPORT OF MEETING THOSE BOARD GOALS. 
          SO I AS THE SUPERINTENDENT SAID, THERE IS A MILLION EXAMPLES, BUT I THINK EVERYTHING KIND OF TIES BACK TO MAKING SURE THAT WE'RE MEETING THOSE GOALS THROUGH THE WORK THAT WE'RE DOING. THANK YOU. 
          AND THEN WHERE AND HOW DOES THE BUDGET PRIORITIZE IMPROVING THE QUALITY OF INSTRUCTION IN THE AREAS OF OUR GOALS? SO I THINK AND I'M SURE DR. 
          BIRD IS ITCHING TO I SEE HIM LEANING FORWARD. 
          BUT WHEN WE TALK ABOUT, NUMBER ONE, QUALITY INSTRUCTIONAL MATERIALS, WHICH IS A PART OF WHAT WE'RE DOING HERE, THAT'S A THAT'S A BIG PIECE THAT SOMETIMES PEOPLE DISCOUNT. 
          IF YOU HAVE THE BEST MATERIALS IN FRONT OF PEOPLE, IT'S IMPORTANT. 
          WE ALSO KNOW THAT THE TRAINING THAT COMES ALONG WITH THOSE MATERIALS WILL BE ESSENTIAL. 
          IT'S NOT JUST ABOUT TRAINING PEOPLE, BUT IT'S ABOUT THE EXECUTION. 
          IT'S ABOUT THE FIDELITY AS WELL. 
          THAT'S ALL A PART OF THAT WHAT'S BAKED IN INTO THIS? DR. BIRD, ANY OTHER INSIGHTS YOU'D LIKE TO SHARE? I THINK YOU'LL SEE A REFLECTION OF THE AMOUNT OF INVESTMENT WE'RE MAKING IN OUR TEACHERS TO TRAIN THEM TO MAKE SURE THAT THIS IMPLEMENTATION GOES SMOOTHLY, AND ALSO A PHASED IMPLEMENTATION SO THAT WE LEARN QUICKLY AND ARE ABLE TO ADJUST THE IMPLEMENTATION. 
          AND WHAT WILL BE THE METRIC LIKE HOW WILL YOU KNOW THAT IT'S BEING IMPLEMENTED WITH FIDELITY? BECAUSE I CAN IMAGINE THAT'S A VERY HEAVY LIFT, ESPECIALLY IF TEACHERS ARE USED TO USING THEIR OWN CURRICULUM. 
          RIGHT. SO WE HAVE GOALS. 
          WE HAVE GOALS AROUND THAT. 
          BY THE END OF NEXT YEAR, WE WANT TO SEE 80% OF OUR TEACHERS USING ROUTINE WAYS IN THEIR CLASSROOMS AND THEN WE'LL HAVE ACHIEVEMENT METRICS AS WELL. 
          BUT WE'LL BE WE ARE PARTNERING WITH A COUPLE OF ORGANIZATIONS IN ADDITION TO OUR CURRICULUM INSTRUCTION TEAMS THAT WILL BE WORKING WITH INSTRUCTIONAL COACHES ON CAMPUS. 
          AND WE'LL HAVE SOME LOTS OF TRAINING FOR LEADERSHIP AND WITH IN PARTNERSHIP WITH THE SCHOOLS OFFICE TO SUPPORT TEACHERS BY MAKING SURE THAT THEY HAVE THE DEVELOPMENT THEY 
          [01:40:03]
NEED TO BE ABLE TO IMPLEMENT. 
          SO THERE'LL BE LOTS OF CHECK MARK CHECK POINTS IN PLACE TO MAKE SURE. 
          AND REALLY IT'S NOT ABOUT, YOU KNOW, IT'S NOT LIKE GOING INTO A CLASSROOM WITH A CLIPBOARD, BUT IT'S ABOUT GIVING TEACHERS DIFFERENT OPPORTUNITIES FOR TRAINING THROUGHOUT THE YEAR SO THEY FEEL CONFIDENT ENOUGH TO IMPLEMENT AND AND ALSO RECALIBRATING WHEN SOMETHING IS NEW. IT DOES TAKE SOME IT DOES TAKE SOME CALIBRATION. 
          SO WE USE SOME STAFF DEVELOPMENT DAYS IN THE CALENDAR TO DO THAT AS WELL AS GIVE TEACHERS AN OPPORTUNITY STARTING THIS SPRING, ACTUALLY IN THE CAMPUSES THAT ARE IMPLEMENTING TO BE ABLE TO GET THOSE MATERIALS AND BECOME FAMILIAR WITH THEM. 
          SO THERE'S LOTS OF THERE'S LOTS OF FRONT LOADING SO THAT TEACHERS FEEL CONFIDENT TO BE ABLE TO USE THE MATERIALS. 
          AND ALSO, I WOULD SAY THAT THE TEACHERS THAT ARE IMPLEMENTING CARNEGIE THIS SEMESTER, I'M GOING TO OFFER ALL ANY TEACHER THAT WANTS TO AN OPPORTUNITY TO COME TO FOCUS GROUP TO SO WE CAN LEARN FROM WHAT WE COULD DO BETTER NEXT YEAR AS WE ROLL OUT THE IMPLEMENTATION. 
          SO THERE'LL BE LOTS OF USER CHECKS AS WELL. 
          HAVE YOU ALREADY SEEN A DIFFERENCE EITHER LIKE IN [INAUDIBLE]? I GUESS SO. IT JUST CARNEGIE STARTED THIS YEAR, RIGHT? SURE. HAVE YOU SEEN A DIFFERENCE ALREADY OR IS IT TOO EARLY TO TELL WITH CARNEGIE? SO I THINK IT'S TOO EARLY TO TELL, BUT WE'LL HAVE SOME DATA AT THE END OF THE YEAR. 
          AND YEAH, SO WE ALSO LEARNED SOME EARLY IMPLEMENTATION CHALLENGES FROM CARNEGIE AND THAT WE'VE LEARNED FROM THAT WE'LL BE ABLE TO ADJUST FOR NEXT YEAR. 
          AND THEN IN TERMS OF THE HIGH QUALITY INSTRUCTIONAL MATERIALS, I'VE DONE A LOT OF RESEARCH ON MY OWN ABOUT IT, BUT LIKE, WHY IS THIS THE WHAT YOU FEEL IS NEEDED? LIKE, DID YOU LOOK AT OTHER SCHOOL DISTRICTS OR LARGE URBAN DISTRICTS THAT HAVE DONE THIS AND WHAT WOULD HAVE BEEN THE RESULTS? YEAH, SO WE HAVE LOOKED AT OTHER SCHOOLS. 
          I'M ACTUALLY COLLECTING THE DATA FROM AROUND THE COUNTRY. 
          I HAVE SCHOOL DISTRICTS THAT ARE USING IT. 
          THERE ARE SOME CASE STUDIES THAT HAVE BEEN DONE AND SOME THIRD PARTY RESEARCH VALIDATED STUDIES ON THESE CURRICULUM MATERIALS. 
          AND AND WE'VE GONE TO VISIT OTHER PLACES. 
          I'VE ACTUALLY WORKED IN SCHOOL DISTRICTS THAT HAVE IMPLEMENTED EUREKA PRODUCT. 
          [INAUDIBLE] HAVE YOU SEEN RESULTS?. 
          YEAH, YOU DO SEE RESULTS, BUT IT IS IT IS A DIFFERENT IT'S A BIG LIFT FOR TEACHERS AND THAT'S WHY THAT'S WHAT I'VE LEARNED IN OTHER PLACES I'VE BEEN, WHICH IS WHY WE'RE BUILDING IN ALL OF THESE SUPPORTS FOR TEACHERS. 
          OKAY. GOOD TO KNOW. 
          AND WHERE AND HOW DOES THE BUDGET PRIORITIZE IMPROVING THE QUANTITY OF QUALITY INSTRUCTION IN THE AREAS OF OUR BOARD GOALS? CAN YOU REPEAT THE QUESTION? SO IT'S THE SAME QUESTION. 
          BUT IN TERMS INSTEAD OF QUALITY OF INSTRUCTION, IT IS WHERE WHERE DOES THE BUDGET PRIORITIZE IMPROVING THE QUANTITY OF QUALITY OF INSTRUCTION IN THE AREAS OF OUR GOALS? SO HOW MUCH ASSESSMENT? HOW MUCH LIKE GIVE ME SOME EXAMPLES OF EXPANDING IT, LIKE INCREASING THE AMOUNT OF QUALITY OF INSTRUCTION. 
          OKAY. I DON'T KNOW. 
          I DON'T KNOW THAT. I QUITE UNDERSTAND THE QUESTION. 
          WHEN I HEAR QUANTITY, I'M THINKING ABOUT THE NUMBER OF THE NUMBER OF AND DR. 
          BIRD AND I HAVE TALKED ABOUT KIND OF THE DECREASE IN ASSESSMENT THAT WE'RE LOOKING AT. 
          DR. BIRD, DO YOU WANT TO SHARE A LITTLE BIT MORE ABOUT THAT INSIGHT IN TERMS OF QUANTITY? YES. OKAY. 
          GO AHEAD. SO I DO THINK THAT AS WE MOVE TO A DIFFERENT CURRICULUM PRODUCT AND I LOOK AT THE ASSESSMENT THAT WE THE AMOUNT OF ASSESSMENT THAT WE'RE USING FOR OUR STUDENTS, THERE ARE SOME THINGS THAT WILL ALLEVIATE SOME OF THAT AND MAKE IT MORE WHAT WE DO WILL BE MORE HIGH QUALITY BECAUSE THERE ARE CURRICULUM VETTED ASSESSMENTS THAT WE'LL BE ABLE TO TEACHERS WILL HAVE A LOT OF FORMATIVE INFORMATION THAT'S REALLY AT THE TEACHER LEVEL THAT WE'LL BE ABLE TO USE AND THEY'LL BE ABLE TO USE IN PLCS TO TO INFORM THEIR INSTRUCTION TO IMPROVE THE QUALITY AND THE QUALITY OF INSTRUCTION. 
          OVER TIME, WE'LL SCALE THE IMPLEMENTATION TO ALL OF THE SCHOOLS. 
          BUT THAT'S GOING TO TAKE TIME BECAUSE WE DON'T WE DO WANT TO LEARN FROM A GRADUAL IMPLEMENTATION AND AND MAKE SURE THAT WE CAN SCALE THAT TO 175 SCHOOLS IN ELEMENTARY/ MIDDLE. SO I THINK YOU'LL SEE OVER TIME YOU'LL YOU'LL SEE THE QUANTITY INCREASE. 
          BUT THAT'S ALSO THROUGH NOT JUST OBSERVATION, BUT LOOKING AT OUR FULL ASSESSMENT PROGRAM AND HOW WE'RE AND SO WE WANT TO HAVE PREDICTIVE ASSESSMENTS THAT ARE GOING TO. 
          WELL, LET ME JUST SAY IT THIS WAY. 
          WHAT WE WANT WHAT I DESIRE TO STOP IS THAT IF I WANT TEACHERS TO BE ABLE TO TEACH, IMPLEMENT THE CURRICULUM THIS AND IF YOU DO THAT WITH FIDELITY AND YOU USE THE FORMATIVE ASSESSMENTS, THEN YOU DON'T HAVE TO DO STAAR. 
          YOU DON'T HAVE TO STOP EVERYTHING AND PREPARE FOR THE TEST. 
          YOU'RE TEACHING KIDS AND THEY'RE INTERNALIZING THE CURRICULUM, THEN THEY'RE GOING TO BE SUCCESSFUL ON THE TEST. 
          SO I THINK WE NEED TO LOOK AT THE ASSESSMENT PROGRAM THAT WE USE TOO SO THAT WE'RE NOT TESTING KIDS SO MUCH THAT WE'RE NOT USING THE TIME TO TEACH THEM. 
          OKAY, THAT'S REALLY HELPFUL. 
          SO I WOULD LIKE TO JUST EXPRESS IN TERMS OF THE QUALITY OF INSTRUCTION AND THE QUANTITY, LIKE MAKING SURE THAT ALL OF THE SCHOOLS ARE GETTING THIS QUALITY INSTRUCTION. 
          [01:45:02]
I AM CONCERNED THAT CUTTING THE PUA DOES NOT ACTUALLY ACHIEVE THAT, AND I'LL HOLD MY NEXT QUESTIONS FOR THE SECOND ROUND. 
          TRUSTEE BLUEFORD-DANIELS. 
          THANK YOU. I WANTED TO ADD TO TRUSTEE. 
          OKAY. SORRY. 
          OH, SORRY. 
          YOUR NAME'S DOWN THERE. TRUSTEE ALLEN. 
          THANK YOU. FIRST, I WANT TO SAY THAT I COMMEND YOU, SUPERINTENDENT HOUSE, FOR LISTENING TO OUR PARENTS AT THE LISTEN AND LEARNS BECAUSE AND THEN TURNING AROUND AND LISTENING TO OUR PRINCIPALS BECAUSE THE PRINCIPALS DID FEEL UNHEARD. 
          SO I COMMEND YOU FOR ADJUSTING YOUR PROGRAM FOR THOSE PRINCIPALS. 
          BUT I DON'T WANT TO GO WITHOUT HAVING A COMMENT ON WHAT THE WAY THAT I SEE OR AS AN ADMINISTRATOR OF WHAT'S GOING ON IN THE SCHOOLS AND WHY. 
          MY SUPPORT IS JUST A LITTLE BIT DIFFERENT. 
          MY CONCERN IS ABOUT PRINCIPALS WHO TAKE FROM THE ZONE STUDENTS TO BENEFIT THE TRANSFER IN MAGNET PROGRAMS. AND I WANT TO SAY I SUPPORT MAGNET PROGRAMS. WAS A MAGNET PRINCIPAL. 
          I SUPPORT LIBRARIANS. 
          I SUPPORT COUNSELORS. 
          I SUPPORT NURSES. SO THIS IS NOT ABOUT THEM. 
          BUT TO TAKE THE STUDENTS MONEY FROM THE ZONE STUDENTS AND TO BUY SOMETHING FOR STUDENTS THAT ARE BEING TRANSFERRED IN THAT ARE MAGNET STUDENTS. 
          I DO KNOW THAT THOSE THINGS GO ON, BUT I DID NOT. 
          BUT I SEE NOW THAT IT WILL STILL BE HANDLED. 
          WE HAD ONE SPEAKER WHO COMMENTED ABOUT HOW IB STUDENTS NEEDED THAT LIBRARY SUPPLIED FOR THE INTERNATIONAL BACCALAUREATE PROGRAM. 
          AND THEN I'VE HEARD FROM THOSE SCHOOLS THAT SAY OUR SCHOOL DOESN'T EVEN WASN'T EVEN BUILT WITH A LIBRARY, SO WE DON'T NEED A LIBRARIAN, AND THE PRINCIPAL OUGHT TO BE ABLE TO DECIDE THAT OR NOT. 
          BUT I DO KNOW THAT I SUPPORT LIBRARIANS, WHICH ALSO SUPPORTS THE INNOVATION AND CREATIVITY OF OUR CHILDREN. 
          AND THEY DO NEED LIBRARIANS. 
          BUT I SEE THE SECOND PLAN ALSO CALLS TO KEEP THOSE LIBRARIANS. 
          AND THEN I'VE HEARD FROM SEVERAL SCHOOLS THAT WERE TRULY EXCITED ABOUT RECEIVING THE BASELINE NEEDS FOR THEIR SCHOOLS BECAUSE THEY NEED A NURSE AND NEED A LIBRARIAN AND NEED A COUNSELOR, BUT COULD NOT AFFORD THEM BECAUSE ALL OF THEIR CHILDREN, A MAJORITY OF THEIR CHILDREN WENT TO MAGNET PROGRAMS. THANK YOU. TRUSTEE BLUEFORD-DANIELS. 
          THANK YOU, MADAM PRESIDENT. AND THANK YOU, DR. 
          ALLEN, BECAUSE THOSE WERE VERY, VERY IMPORTANT POINTS. 
          AND I ALSO WANT TO ADD TO WHEN TRUSTEE HERNANDEZ WAS TALKING ABOUT KNOCKING ON DOORS AND FINDING KIDS, SOME ALUMNI GROUPS I KNOW AT WHEATLEY AND KASHMIR, AS WELL AS SOME OF THE TRUSTEES, WE WERE OUT THERE KNOCKING ON DOORS, TRYING TO GET KIDS BACK IN SCHOOL AS WELL. 
          AND I ALSO WANTED TO SAY MY POINT I WANT TO MAKE IS WE USE A DEMOGRAPHER FOR STUDENT PROJECTIONS. CORRECT. 
          AND HOW DOES IT ALIGN WITH THE PRINCIPLES PROJECTIONS IS THAT IT HAS THE DEMOGRAPHERS NUMBERS BEEN GREATER THAN THE PRINCIPLES PROJECTIONS, OR HAS THE PRINCIPALS BEEN ASKED, AS THEY WERE IN THE PAST, WHAT THEIR PROJECTIONS ARE FOR THE UPCOMING YEAR, AND HOW CLOSE ARE THOSE NUMBERS? AND THAT'S IMPORTANT BECAUSE OBVIOUSLY IT'LL HAVE AN IMPACT ON ON HOW MUCH MONEY THEY WILL BE RECEIVING. 
          SO OBVIOUSLY, YOU KNOW, BEING IN A FEW DIFFERENT SCHOOL DISTRICTS OF FOUR DIFFERENT SCHOOLS OVER THE COURSE OF MY CAREER, PRINCIPAL INPUT IS IMPORTANT, BUT SO IS THE DEMOGRAPHER, AND THAT LOOKS DIFFERENT FROM SCHOOL TO SCHOOL. 
          WE'D HAVE TO ANALYZE EXACTLY WHAT THAT LOOKS LIKE FROM SCHOOL TO SCHOOL TO SEE, YOU KNOW, HOW CLOSE THE DEMOGRAPHER WERE IS IN COMPARISON TO WHAT WHAT THE EFFECTS WERE THAT THAT CAUSE, YOU KNOW, WITH ITS APARTMENT COMPLEX, WHETHER IT'S, YOU KNOW, SEVERAL DIFFERENT PIECES, BUT WE CAN DEFINITELY TAKE A LOOK AT THAT. 
          AND I THINK I ASK THAT QUESTION BECAUSE A LOT OF THE COMMUNITIES IN WHICH WE LIVE, ESPECIALLY INSIDE LUKE 610, IS BEING GENTRIFIED AND THEY'RE BUILDING A LOT OF HOMES AND DEVELOPMENTS AND APARTMENTS THAT ARE COMING IN. 
          SO I DON'T WANT TO MINIMIZE OUR PROJECTIONS WITH THE INFLUX OF BUILDINGS THAT ARE BEING INCORPORATED INTO THE COMMUNITIES. 
          AND SO THAT'S WHY I WANTED TO SEE IF THERE'S PROBABLY SOME MEDIAN OR THAT WE CAN LOOK AT THE DIFFERENCE IN WHAT THE PROJECTION BECAUSE THE PRINCIPALS KNOW THE CAMPUSES, THEY KNOW WHAT THE EXPECTATIONS ORDINARILY ARE. 
          AND SO THE DEMOGRAPHER WHO'S NOT FAMILIAR WITH THE LANDSCAPE OF OUR COMMUNITIES, I JUST WANT TO BE SURE THAT WE'RE MOSTLY ALIGNED SO WE CAN GET ALL THE NECESSARY DOLLARS TO. 
          DOES THAT MAKE SENSE? IT DOES. 
          IT DOES. YOU KNOW, FINALLY, I'VE SEEN IT. 
          I THINK WHAT I HEAR YOU SAYING IS THAT THE THE WORD OF A PRINCIPAL, I DON'T WANT TO SAY 
          [01:50:06]
IS BETTER THAN THE DEMOGRAPHERS. 
          I THINK THEY'RE BOTH IMPORTANT. 
          BUT THIS IS WHAT A DEMOGRAPHER DOES. 
          THEY TAKE INTO ACCOUNT SEVERAL DIFFERENT FACTORS THAT ARE OUT THERE IN TERMS OF BIRTH RATES, YOU KNOW, DIFFERENT THINGS THAT ARE HAPPENING IN TERMS OF GENTRIFICATION, ALL THOSE PIECES OF THE PUZZLE. 
          AND I'VE SEEN IN MOST INSTANCES WHERE THE DEMOGRAPHER IS AS CLOSE, SOMETIMES EVEN SPOT ON IN MOST CASES. 
          BUT BUT AGAIN, THAT THAT PRINCIPAL FEEDBACK IS ALSO IMPORTANT. 
          SOMETIMES THEY KNOW OF DIFFERENT THINGS THAT MIGHT AFFECT THE NEIGHBORHOOD OR OF THEIR PARTICULAR AREA OF THE COMMUNITY THAT COULD AFFECT ENROLLMENT AS WELL. 
          AND I APPRECIATE THAT. BUT AGAIN, THE CONCERN IS, TOO, THE DEMOGRAPHER IS NOT GOING TO KNOW THE LANDSCAPE. AND THERE ARE SO MANY POCKETS IN OUR COMMUNITIES THAT WERE NOT THAT DID NOT PARTICIPATE IN THE CENSUS, THAT STILL HAVE CHILDREN IN THE IN THE SCHOOLS. 
          SO WE'VE GOT TO BE REAL, REAL CAREFUL ABOUT THAT TO MAKE SURE THAT THOSE THOSE NUMBERS ALIGN. YES, MA'AM. 
          THANK YOU. TRUSTEE GUIDRY. 
          I'M SORRY. OKAY. 
          THANK YOU. ALL RIGHT. 
          SO THE POSITIONS THAT WERE GOING TO BE FUNDED THROUGH THE CENTRALIZED. 
          THE CAMPUSES CAN BUT NOT ARE NOT REQUIRED TO HAVE THOSE POSITIONS UNDER THE NEW PLAN. 
          CORRECT. SO THERE ARE A FEW A FEW, I THINK THREE POSITIONS THAT WOULD BE EXPECTED TO BE FUNDED BY THE SCHOOLS. 
          BUT THE OTHERS WERE OF COURSE, AT THE SCHOOL'S DISCRETION. 
          ALL RIGHT, ON. 
          PAGE 42 OF LAST WEEK'S PRESENTATION. 
          I'M SORRY. SLIDE 42 IT SPEAKS ABOUT THE ESSER FUNDS THAT HAVE BEEN EXPENDED FOR CERTAIN FOR CERTAIN ITEMS. SO WOULD THE ALTERNATIVE EFFECT PLACE SUCH ITEMS SUCH AS THESE BACK ON THE SCHOOL TO MAKE THESE PURCHASES LIKE THE FINE ARTS AND INVESTMENTS IN THEIR LIBRARY? OR IS THAT SOMETHING THAT'S GOING TO BE STILL BE CENTRALIZED? SO YOU SAID PAGE 42 OF LAST WEEK'S. 
          THIS IS ALL BUDGET OK THIS IS ALL BUDGET. 
          IT WAS ACTUALLY IT WAS MARCH 3RD. 
          I'M SORRY. YEAH, IT WAS THE MARCH 3RD ONE. 
          OOPS. DON'T TAKE THAT OFF MY TIME. 
          MARCH 3RD. DO YOU WANT TO ANSWER IT? THE INVESTMENTS IN THE LIBRARIES, THE EXPANSIONS OF THE COUNSELORS, NEW BUSSES AND STUDENT LAPTOPS, ALL OF THAT GOOD STUFF. 
          SO IS THAT GOING TO BE COMING FROM THE CENTRAL OFFICE OR IS THAT? THOSE WERE ACTUALLY ESSER FOCUS ITEMS? SO SO NO, THAT'S A THAT'S A DIFFERENT, DIFFERENT PART. 
          I UNDERSTAND THAT. BUT THERE'S STILL GOING TO BE SOME ESSER FUNDS DISTRIBUTED, CORRECT? ABSOLUTELY. OKAY. AND SO OUT OF THOSE ESSER FUNDS THAT'S GOING TO BE DISTRIBUTED, IF THE SCHOOL, THE CAMPUSES DESIRE TO HAVE SOME OF THESE ITEMS, WILL THEY HAVE TO PAY FOR IT THEMSELVES? DO THE ESSER DOLLARS IN REFERENCE TO FINE ARTS PARTNERSHIPS, ENHANCEMENTS, ENHANCEMENTS. ENHANCEMENTS SUCH AS THESE. 
          YEAH. YEAH. 
          SO THERE ARE IF YOU, IF YOU DON'T HAVE THE SLIDE IN FRONT OF ME THAT WE PRESENTED BEFORE AROUND THE ADDITIONAL SUPPORTS, BUT I'LL USE IB AS AN EXAMPLE BECAUSE WE HEARD ABOUT THAT THIS EVENING. SO UNDER THE HYBRID MODEL WE WERE GOING TO CENTRALLY FUND BECAUSE WE DON'T CURRENTLY CENTRALLY FUND IB COSTS. 
          SO THE COST OF HAVING AN IB COORDINATOR, THE COST OF HAVING THE TEXTBOOKS, THE THE COST OF THE ANNUAL FEE THAT CURRENTLY SCHOOLS PAY FOR. 
          UNDER THIS NEW MODEL, WE CAN'T DO THAT ANYMORE. 
          [01:55:01]
THAT WAS THE EQUITY PIECE THAT WE HAD INITIALLY INCORPORATED INTO THE HYBRID MODEL. 
          SO IT GOES BACK TO THE STATUS QUO IN THAT REGARD AND THAT SCHOOLS ARE NOW RESPONSIBLE FOR PICKING UP THOSE COSTS. 
          NOW, WHAT WE'VE DONE TO OFFSET THAT UNDER THIS ALTERNATIVE MODEL THAT YOU'VE SEEN TODAY IS TO ALLOCATE ESSER TO YOUR POINT, TO ALLOCATE ESSER AND TITLE BOTH THE RECURRING AND NON RECURRING RECURRING IN AN EQUITABLE MANNER. 
          SO THOSE SCHOOLS THAT HAVE HISTORICALLY STRUGGLED THE MOST TO PAY FOR THOSE THINGS AT A VERY MINIMUM HAVE A SHORT TERM WAY TO POSSIBLY DO THAT FOR THE NEXT TWO YEARS USING ESSER . BUT IT'S NOT IT'S NOT APPLES TO APPLES COMPARISON BECAUSE IN THE INITIAL THING, ALL SCHOOLS WERE GOING TO HAVE IT AND IT WAS GOING TO BE CENTRALLY FUNDED. 
          NOW IT REALLY GOES BACK TO THE PUA, WHERE SCHOOLS ARE GOING TO HAVE TO RELY ON WHATEVER ALLOCATIONS ARE GIVEN, EVEN IF WE ARE DOING THINGS A LITTLE BIT MORE EQUITABLY IN TERMS OF HOW THE PUA, NOT IN THE PUA, BUT HOW THE ESSER AND TITLE IS ALLOCATED. 
          I STILL DON'T SEE IT AS EQUITABLE, BUT YOU KNOW WHAT? YOU KEEP SAYING THAT MAYBE PEOPLE WILL START BELIEVING IT. 
          IS THAT HOW IT GOES? SO WHAT LET'S TALK ABOUT THE TRANSFORMATIONAL SCHOOLS. 
          HERE IS MY MY CONCERN. 
          SO IN THE HYBRID MODEL, LET'S SAY WHEATLEY LOST TEN TEACHERS. 
          SO WHEN YOU COME IN AND YOU GIVE YOUR EXTRA BOOST BECAUSE OF IT BEING A TRANSFORMATIONAL SCHOOL, DO THEY MAKE UP THOSE TEN TEACHERS AND THEN GET TEN MORE? SO WE AT LEAST SPECIFICALLY WOULD HAVE GOTTEN AN ADDITIONAL ALLOTMENT OF ASSISTANT PRINCIPALS TO HELP WITH SUPERVISION, INSTRUCTIONAL LEADERSHIP. 
          THEY WOULD HAVE GOTTEN AN ADDITIONAL COUNSELOR ON TOP OF THE BASELINE MODEL WHERE THEIR BOOST WAS REALLY COMING FROM IN THE INITIAL HYBRID PLAN WAS THE ADDITIONAL FUNDING THEY WOULD HAVE GOTTEN THROUGH ESSER. 
          THERE WAS ALSO ADDITIONAL FUNDING THAT WAS ALSO MADE VERY FLEXIBLE. 
          SO THEY GOT THEIR REGULAR ESSER ALLOTMENT, AND THEN THEY GOT AN ADDITIONAL ESSER ALLOTMENT, WHICH WOULD HAVE BEEN FLEXIBLE. 
          BUT THAT WAS ALSO GIVEN TO EVERY CAMPUS ACROSS THE ENTIRE DISTRICT, UNDER THE HYBRID. 
          UNDER THE HYBRID. 
          SOME SCHOOLS GOT MORE BASED ON THEIR DEMOGRAPHICS AND THEIR THEIR MAKEUP. 
          NOT UNDER THE ALTERNATIVE, NOT UNDER THE ALTERNATIVE. 
          REAL QUICK, WHO'S PAYING FOR STAFFING UNDER THE I'M SORRY, SAFETY, SAFETY ISSUES? WHO'S PAYING FOR SAFETY UNDER THE ALTERNATIVE? THE SCHOOL. THE SCHOOL. 
          THANK YOU. IN THE IN THE TRANSFORMATION SCHOOLS, I HAVE RECENTLY MADE A REQUEST THAT THOSE SCHOOLS HAVE CULTURE AND CLIMATE SUPPORT, WHICH IS TO SUPPORT SAFETY. 
          BUT JUST IN THOSE 24 SCHOOLS. 
          TRUSTEE DEIGAARD. 
          SO I THOUGHT WE ADDED MILLIONS OF DOLLARS TO FINE ARTS. 
          WE ADDED IP WE ADDED IN LAST COUPLE OF YEARS AGO IT STARTED COVID NURSES IN EVERY CAMPUS. 
          WHAT WHERE DID THAT GO? IF I GO BACK TO BUDGETS FROM A FEW YEARS AGO, THERE'S LIKE BIG LINE ITEMS FOR FINE ARTS. 
          AND DR. 
          LETHEM WAS PUTTING IB INTO MORE CAMPUSES CHIEF REED. 
          YEAH SO WE, WE HAD ADDED FINE ARTS TEACHERS, I THINK IT WAS 25 OR 26 CAMPUSES, SO THAT WOULD STILL BE THERE. NOW THAT WE'RE GOING BACK TO THIS MODEL, THE IB, WE WE DO HAVE A PORTION, WE PAY THE IB FEES, TEST FEES FOR ALL THE SCHOOLS ALREADY. 
          SO THOSE ARE DOLLARS THAT THERE ARE CENTRAL DOLLARS. 
          BUT THE SCHOOLS WOULD CONTINUE TO PAY FOR TEXTBOOKS, TRAINING OF PROFESSIONAL DEVELOPMENT AND THEIR COORDINATOR AND THEIR COORDINATOR. 
          CORRECT. THAT WAS NEVER A CENTRAL. 
          WHEN THAT WAS BROUGHT TO THE BOARD DR. 
          LATHAN SAID THAT THESE NEW IB PROGRAMS ARE GOING TO BE FULLY FUNDED. 
          I DON'T REALLY UNDERSTAND LIKE OR DID WE DIAL BACK OVER TIME OR SOMETHING THAT SUPERINTENDENT LATHAN HAD AT HER TIME, SOME OF THE SUPERINTENDENTS DISCRETIONARY FUNDS. 
          IT WAS LIKE ONE TIME FUNDING THAT SHE GAVE TO GET THE SCHOOLS STARTED. 
          SO IT WASN'T GIVEN. 
          WE WERE NEVER AT ANY POINT FUNDING THAT FOR EVERY IB CAMPUS. 
          IT WAS REALLY WHEN SHE CHOSE HER SUPERINTENDENT SCHOOLS, THE NEW SCHOOLS THAT SHE WANTED TO INCLUDE PROGRAMS IN. SHE WOULD FUND THE START UP COSTS ESSENTIALLY FOR THE AND THEN THOSE SCHOOLS HAD TO SUSTAIN OVER TIME, JUST LIKE ANY PREVIOUSLY EXISTING IB PROGRAM HAD TO. SO I KEEP HEARING QUESTIONS ABOUT THE ALIGNMENT OF GOALS AND, AND THE BUDGET AND I THINK, YOU KNOW, THAT WE'RE THIS IS, WE'RE ALL STILL LEARNING AND GROWING AS A TEAM. 
          THE BOARD STILL HAS NOT SETTLED ON A COACH. 
          AND WHAT I'M GOING TO ASK IS, WOULD YOU BE WILLING, MR. HOUSE, BEFORE THE NEXT BUDGET PRESENTATION FOR YOU AND YOUR STAFF TO MEET WITH A COACH, WHETHER IT'S REGION FOUR OR COUNSEL FOR GREAT CITY SCHOOLS THAT WE BELONG TO, TO LIKE BRING LIKE SHOW IT TO US WITH NUMBERS, HOW IT'S REALLY ALIGNED. 
          I THINK WE KEEP KIND OF GOING BACK AND FORTH ABOUT THIS, AND I THINK THAT MIGHT BE REALLY 
          [02:00:02]
HELPFUL. BUT WOULD YOU BE WILLING TO. 
          WE'D BE GLAD TO BRING BACK A PRESENTATION TO SHOW ALIGNMENT. 
          WOULD YOU BE WILLING TO WORK WITH OUR COACH SO THAT WE CAN ALL BE SPEAKING A COMMON LANGUAGE THAT OUR BOARD CURRENTLY ISN'T? WE'LL LOOK AT WHAT THE RESOURCES ARE OUT THERE. 
          AND AND THERE'S SEVERAL DIFFERENT RESOURCES FROM CHIEFS FOR CHANGE TO, YOU KNOW, SEVERAL OTHERS. WE'LL USE THOSE RESOURCES TO DEVELOP SOMETHING THAT YOU ALL CAN SEE AND BE SURE ABOUT WHAT THAT ALIGNMENT LOOKS LIKE. 
          OKAY. THANK YOU. [INAUDIBLE] IT CAN'T WAIT. LET ME. 
          WE STILL HAVE QUITE A FEW PEOPLE IN THE QUEUE. 
          THE BOARD WILL NOW ADJOURN TO CLOSED SESSION UNDER CHAPTER 551 OF TEXAS GOVERNMENT CODE 
          [ADJOURN TO CLOSED OR EXECUTIVE SESSION FOR THE PURPOSES LISTED IN THIS NOTICE]
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 BE REQUIRED. SUCH FINAL ACTION, VOTE OR DECISION SHALL BE TAKEN AT THE OPEN MEETING COVERED BY THIS NOTICE. 
          UPON THE RECONVENING OF THIS PUBLIC MEETING, OR AT A SUBSEQUENT PUBLIC MEETING OF THE BOARD UPON NOTICE THEREOF. THE BOARD HAS ADJOURNED A CLOSED SESSION AT 4:03 P.M.. 
          THE MEETING IS NOW RECONVENED. 
          THE TIME IS 4:45 P.M. 
          TRUSTEE DEIGAARD. 
          YEAH SO I DON'T HAVE A LOT OF TIME LEFT. 
          [WORKSHOP TOPIC: 2022–2023 BUDGET (Part 2 of 2)]
I'LL BE SUPER, SUPER QUICK. 
          IN 2011 WE CUT $266 TO THE PUA. 
          SO THE FAR RIGHT OPTION ON THIS ONE IS BASICALLY THE EQUIVALENT OF THAT IN IMPACT ON CAMPUSES. SO THAT WOULD BE A NO GO FOR ME. 
          WE HAVE INCREASED CENTRAL OFFICE DOLLARS $90 MILLION SINCE 2018 DURING THE SAME TIME, WE HAVE CUT THE PUA AND HAVE NOT RESTORED IT. 
          YOU'RE PULLING $30 OF OR $60 OF THOSE MILLION DOLLARS BACK OUT. 
          SO I'M KIND OF CURIOUS, YOU KNOW, THE OTHER $30 MILLION, COULD THAT BE USED FOR THE COMPENSATION PACKAGE SO THAT WE CAN USE OPTION NUMBER ONE HERE INSTEAD OR MAYBE EVEN SOMEWHERE IN BETWEEN THE TWO OF THOSE? AND THEN I'M GOING TO WANT TO KNOW WHAT WHAT'S GETTING CUT FROM CAMPUSES IF WE DO CUT THE PUA AND HOW THAT IS GOING TO IMPACT OUR STUDENT OUTCOME FOR STUDENT OUTCOME GOALS. 
          AND THEN ENROLLMENT PROJECTIONS [INAUDIBLE] IN THE 74, THEY HAD A STUDY THAT STUDENTS ARE CONTINUING TO FLEE URBAN DISTRICTS. 
          AND I FEEL VERY STRONGLY THAT WE CANNOT COMPROMISE THE NEEDS OF THE STUDENTS WE HAVE FOR THE ONES WE HOPE WE WILL HAVE SOME DAY. 
          WHILE WE SHOULD STILL, OF COURSE, BE MAKING SURE WE'RE COMPETITIVE WITH OTHER CHOICES THAT FAMILIES ARE MAKING. 
          TRUSTEE SANTOS. 
          THANK YOU, PRESIDENT CRUZ. 
          SO UNDER, I GUESS, WHATEVER IS APPLICABLE. 
          SUPERINTENDENT HOUSE THE SECONDARY STAFFING MODEL ASSUMES THAT TEACHERS TEACH SIX OF SEVEN CLASSES, BUT HOW DOES THE STAFFING MODEL AT THE ELEMENTARY LEVEL PROVIDE FOR TEACHER PLANNING PERIODS AND STILL MAINTAIN A 21 TO 1 STUDENT TEACHER RATIO? SO THERE ARE NO CHANGES IN TERMS OF THE RATIOS IN REFERENCE TO THIS ALTERNATIVE MODEL IN COMPARISON TO WHAT WE'RE DOING. 
          DR. BIRD, DID YOU WANT TO SHARE SOME INSIGHT IN REFERENCE TO WHAT THAT LOOKS LIKE FROM AN INSTRUCTIONAL STANDPOINT? SO IN THE IN THE HYBRID THAT WE PROPOSED, THE TEACHERS WOULD BE RELEASED DURING THEIR AUXILIARY, DURING THEIR WHEN KIDS ARE AT THEATER, ARTS OR MUSIC WHERE THAT'S WHEN THEY WOULD HAVE THEIR PREP PERIOD. SO IT WOULD JUST BE SCHEDULED. 
          THE THOSE ANCILLARY BLOCKS WOULD BE SCHEDULED THE SAME AS THEY ARE NOW. 
          OKAY. AND SO THE CLASS SIZE WAIVERS WILL NOT BE DECREASED UNDER THIS NEW STAFFING MODEL. 
          NO. OKAY. 
          AND SO FINE ARTS. 
          COULD THAT BE MADE A PARAMETER? A NECESSARY POSITION LIKE NURSES, COUNSELORS AND LIBRARIANS. 
          SO. SO, YES. 
          AND THOSE ARE REQUIRED AS PART OF THAT. 
          THEY SHOULD BE TAUGHT IN IN ELEMENTARY SCHOOLS. 
          IT'S REQUIRED. OKAY. 
          SO HERE'S MY QUESTION THAT AGAIN, I JUST NEED HELP UNDERSTANDING SUPERINTENDENT HOUSE. 
          SO WE HAD A PRESENTER HERE LAST WEEK. 
          DR. ROSA SAID IN HER PRESENTATION THAT A DECENTRALIZED FUNDING MODEL SPENDS THE SAME AMOUNT OF MONEY ON EACH STUDENT WEIGHTED FOR STUDENT CHARACTERISTICS NO MATTER WHICH SCHOOL THEY ATTEND. 
          SHE SAYS THAT THIS IS A REQUIREMENT OF A DECENTRALIZED SYSTEMS WHICH SHE CHARACTERIZES AS MORE EQUITABLE. 
          HOWEVER, WE HAVE SEEN HISTORICALLY THAT HISDS PUA MODEL THAT THAT ALLOCATING THE EQUAL 
          [02:05:07]
DOLLARS ACROSS SCHOOLS CREATES GRAVE INEQUITIES IN TERMS OF STUDENT EXPERIENCE, OPPORTUNITY AND OUTCOMES WITH STUDENTS WHO ATTEND, ESPECIALLY SMALLER SCHOOLS. 
          KATHY AND UNDERSERVED COMMUNITIES GOING WITHOUT NURSES, COUNSELORS, LIBRARIANS AND OTHER NEEDED SUPPORTS BECAUSE SMALL SCHOOLS LACK ECONOMIES OF SCALE. 
          HOW WILL YOUR 2022, 22-23 BUDGET ADDRESS THE INEQUITY IN STUDENT EXPERIENCE, WHETHER IN A STAFFING MODEL, MODIFIED PUA MODEL OR A HYBRID? SO YOU'RE ASKING WHICH ONE THAT I FELT IS THE MOST EQUITABLE, ESSENTIALLY? WELL, THERE ARE PARTS OF YOUR ORIGINAL BUDGET THAT YOU WERE TALKING ABOUT INFRASTRUCTURE HAVING A BASELINE THAT ALL ELEMENTARY SCHOOLS WILL HAVE AN HVAC JUST WORKING AIR CONDITIONING. LIKE BASELINE. 
          LIKE HOW? TELL ME. 
          I THINK WHAT YOU'RE EXPLAINING IS WHAT WE BROUGHT BROUGHT TO YOU IN TERMS OF THE HYBRID MODEL, THE THE BASELINE EXPERIENCE. 
          THAT WAS THE IDEA OF DOING SO. 
          AND THE KIND OF OPPOSITE END OF THE SPECTRUM OF THAT IS ALIGNING CERTAIN POSITIONS TO BE FOCUSED ON A CENTRAL MODEL, WHICH WE'RE TALKING ABOUT JUST THE THREE. 
          AND THEN PRINCIPALS WOULD HAVE THE AUTONOMY TO KIND OF DO WHAT THEY'VE DONE IN THE PAST IN TERMS OF MAKING THE SELECTION OF ANYTHING ELSE BEYOND THOSE THREE POSITIONS IN THE STAFFING ON THEIR CAMPUSES. 
          SO WHATEVER PROPOSED BUDGET YOU'VE BROUGHT US, WHICHEVER ONE WE ESSENTIALLY SELECT. 
          AND GOING BACK TO THE ONE THING THAT I DO NOT WANT TO ALIGN MYSELF WITH, BUT WE HAVE TO WHATEVER WHEN WE PICK WHICH ONE. 
          SHOULDN'T THEY ALL JUST BE TRYING TO ADDRESS THE INEQUITIES? LIKE, HOW IS THIS? IF I CHOOSE THE ALTERNATIVE PLAN, WHAT? WHICH ONE? CAN YOU ANSWER MY QUESTIONS BASED ON THAT? I DIDN'T REALLY HEAR A QUESTION THERE, BUT WHAT WE DID. 
          HOW WILL YOUR PROPOSED BUDGET ADDRESS THE INEQUITY IN STUDENT EXPERIENCE, WHETHER IN A STAFFING MODEL, MODIFIED PUA OR A HYBRID? SO. WHAT'S THAT? SORRY. I WAS TALKING TO MYSELF. 
          WHAT'D YOU SAY? TIMES RUN OUT. 
          OH, I THINK SHE ANSWERED THE QUESTION. 
          I WOULD NOT ADDING THE BASELINE EXPERIENCE, BASELINE POSITIONS OR WHATNOT. 
          BUT WE FELT LIKE THE THE HYBRID WAS THE WAY THE INNOVATIVE WAY FORWARD. 
          BUT WE LISTENED TO KIND OF WHERE PEOPLE WERE, THE HISTORICAL PERSPECTIVE, THE HABITS, THE PIECES. HERE WE ARE IF WE HAVE TWO IN FRONT OF YOU AND WE FELT LIKE THAT WAS WHAT WAS BEST TO DO. AND, YOU KNOW, WE'LL GO WITH THE WILL OF THE BOARD. 
          TRUSTEE HERNANDEZ. 
          THANK YOU. BECAUSE OF TIME CONSTRAINTS ALTHOUGH I DON'T HAVE ALL THE INFORMATION THAT I FEEL LIKE I NEED, I WILL GIVE YOU ANSWERS TO THE TWO QUESTIONS THAT YOU ASKED. 
          FOR YOUR FIRST QUESTION, I SUPPORT THE NEW PUA MODEL SLASH ALTERNATIVE MODEL WITH SIGNIFICANT CHANGES TO ACCOUNTABILITY TO ENSURE EQUITY. 
          THAT'S A SIGNIFICANT PART OF IT. 
          RIGHT. AND I HOPE THAT THAT'S COMING. 
          I HAVEN'T SEEN WHAT THOSE ARE. I DON'T KNOW IF WE'RE GOING TO SEE THEM, BUT I HOPE. 
          AND IN TERMS OF YOUR SECOND QUESTION, THE ALTERNATIVE MODEL FOR FUNDING OPTIONS, I DO NOT SUPPORT PUA CUTS BECAUSE I DO KNOW THE HISTORY OF PUA CUTS IN HISD AND I BELIEVE THAT THE PUA SHOULD REMAIN THE SAME. 
          SO THOSE ARE ANSWERS FOR THE FIRST TWO QUESTIONS. 
          BUT I STILL HAVE TIME. I DO HAVE ANOTHER QUESTION. 
          THANK YOU. SLIDE 11, THANK YOU FOR THAT. 
          SLIDE 11 AT THE VERY BOTTOM THAT SAYS THERE'S $3.7 MILLION TITLE ONE FUNDS GOING TO ELEMENTARY MIDDLE SCHOOLS AND HIGH SCHOOL, I BELIEVE, OR JUST MIDDLE SCHOOLS? 6 TO 12? YES. 
          WHAT HAPPENED TO THE ELEMENTARY SCHOOLS? PAM, DO YOU MIND COMING UP AND SHARE SOME INSIGHT IN REFERENCE TO ELEMENTARY SCHOOLS? I THINK I SHARED THAT RECEIVING THE MATH AND READING INTERVENTIONISTS IN ESSER AND THEY ALREADY RECEIVED IT THIS YEAR, SO THEY WILL CONTINUE NEXT YEAR WITH IT. 
          BUT THESE ARE TITLE ONE FUNDS. 
          IT'S JUST TITLE ONE FOR THIS ONE. 
          ELEMENTARY IS IT'S GOING TO BE FOCUSED. 
          SUPPORTED WITH ESSER. 
          YES. COULD THESE FUNDS NOT ALSO BE SUPPORTING ELEMENTARY SCHOOLS? I [INAUDIBLE]. 
          YES. THESE FUNDS COULD ALSO BE SUPPORTING ELEMENTARY CAMPUSES. 
          YES, THEY COULD. OKAY. 
          I JUST WORRY ABOUT THAT BECAUSE I'M AN ELEMENTARY PERSON. 
          I'M ALL ABOUT EARLY CHILDHOOD. 
          [02:10:02]
AND I WANT TO SEE AS MUCH SUPPORT IN EARLY CHILDHOOD. 
          I UNDERSTAND THAT, YOU KNOW, I'VE GONE TO MY CAMPUSES. 
          SECOND AND THIRD GRADERS ARE THE FURTHEST BEHIND BECAUSE THEY SPENT A SIGNIFICANT AMOUNT OF THEIR TIME, YOU KNOW, FIRST GRADE AND KINDERGARTEN ONLINE. 
          AND SO I KNOW THAT THOSE TWO GRADE LEVELS ARE MUCH FURTHER BEHIND THAN THE REST OF THE GRADE LEVEL. SO THAT'S THAT'S WORRYING TO ME. 
          EVEN THOUGH THERE'S OTHER MONEY FOR THEM. 
          RIGHT. OKAY. 
          THANK YOU. SO SORRY. 
          TRUSTEE WADE. THANK YOU TRUSTEE CRUZ OK. 
          TO GET TO YESES ON THIS EITHER PLAN. 
          WELL, THIS NEW PLAN. 
          HOW'S THAT? I'D LIKE TO SEE THE CURRENT ENROLLMENT NUMBERS LISTED ON THE DATA THAT YOU WILL SEND OUT PER SCHOOL. 
          YOU SAID YOU WERE GOING TO SEND THAT OUT. 
          YES. YOU SAID YOU WERE GOING TO SEND OUT DATA THAT WAS GOING TO BE LIKE YOU DID LAST WEEK, WHICH WAS WONDERFUL DATA PER SCHOOL. 
          OH, YOU MEAN THE THE STAFFING THE STAFFING ALLOCATIONS. 
          SO CAN WE GET THE CURRENT ENROLLMENT NUMBERS ON THAT AS WELL? DR. MATNEY IS THAT SOMETHING WE CAN WE CAN PULL? ALL RIGHT. THANK YOU. SURE. 
          YES. OKAY. BECAUSE RIGHT NOW IT'S HARD TO DISCERN IF WE DON'T KNOW WHAT THE CURRENT ENROLLMENT NUMBERS IS TO WHAT THEY'RE PROJECTING NUMBERS ARE IN THOSE ALLOCATIONS. 
          ALL RIGHT. SECOND OF ALL, WITH IN THE IN THE AUTONOMY BALLPARK. 
          FOR SCHOOLS IF YOU CANNOT STAFF THESE NURSE, LIBRARIAN, ETC. 
          ARE YOU GOING TO BE PENALIZED AS A PRINCIPAL OR ARE YOU CONCERNED THAT THAT'S GOING TO COME OUT AS AT A COST TO THEM? IT'S A PART OF THE REASON WHY WE OFFER SOME VARIATION WITH A LIBRARY AND OR EITHER WAY, IT DOESN'T MATTER IF YOU CAN'T FILL THE POSITION. 
          WHAT WILL BE THE CONSEQUENCES? WILL THERE BE? IS THAT BECAUSE IF YOUR DEMANDING THAT THEY BE THERE? THEN WE NEED TO UNDERSTAND WHAT THE ACCOUNTABILITY IS. 
          I THINK THE BIGGEST CONSEQUENCE IS WHAT CHILDREN WON'T GET IN REFERENCE TO, YOU KNOW, NOT UNDERSTANDING WHAT RESEARCH SKILLS ARE, NOT UNDERSTANDING WHAT IT IS. 
          BUT THAT'S NOT THE QUESTION. IF THE IF THE PRINCIPAL CANNOT HIRE BECAUSE THEY'RE HAVING HIRING ISSUES, WHICH WE KNOW IF THEY CAN'T HIRE THOSE POSITIONS, IF THEY GET THE FUNDING AT THEIR CAMPUS AND THEY ARE HAVING TROUBLE HIRING THOSE POSITIONS AND THEY GO A WHOLE YEAR WITHOUT A LIBRARIAN, WILL THERE BE PENALTIES ASSOCIATED WITH THAT? AND I DON'T KNOW THAT THAT'S NOT THE EXPECTATION. 
          I JUST WANT TO MAKE SURE THAT WE'RE NOT PROJECTING THAT ONTO PRINCIPALS EITHER. 
          THAT'S NOT THE EXPECTATION. 
          WE HAVE A HUMAN RESOURCE AND TALENT DEPARTMENT THAT SUPPORTS ALONG THE WAY THAT SCREENS CANDIDATES WE'LL HAVE EXPANDED BUCKETS FOR CANDIDATES BECAUSE OF WHAT WE'VE DONE WITH NURSES AND NURSE ASSOCIATES, LIBRARIANS AND LIBRARY AND MEDIA SPECIALISTS. 
          SO IT WE'LL HELP THOSE BUCKETS TO BE A LITTLE LARGER THAN WHAT THEY'VE BEEN IN THE PAST. 
          BUT WE'RE NOT LOOKING TO COME IN AND SAY, YES, WE'VE WE'VE BROUGHT YOU CANDIDATES AND YOU'VE HIRED NONE OF THOSE CANDIDATES, AND WE'RE GOING TO HOLD YOU ACCOUNTABLE, YOU KNOW, FOR YOUR JOB. 
          FOR THAT, WE WANT TO PROVIDE AS MUCH ON THE SOURCING SIDE OF CANDIDATES FOR THOSE INDIVIDUALS, PRINCIPALS, TO MOVE FORWARD AND DO THE HIRING. 
          OKAY. THANK YOU. 
          AND THEN ON. 
          SO WHEN WE GET TO QUESTIONS ABOUT ESPECIALLY WHEN IT COMES TO MAGNET DATA MAGNETS, BUT WHAT DO WE KNOW ABOUT THE ABOUT LIBRARY NURSE, ETC. 
          THAT HAS TO DO WITH PROVIDING OUT. 
          SO. YOU CAN'T EVER GET A QUESTION IN. 
          NO, IT'S FINE. IT'S FINE. 
          I'M DONE. THANK YOU I'M DONE. 
          YOU'RE THE ONLY ONE THAT'S [INAUDIBLE]. 
          TRUSTEE BAKER. 
          THANK YOU, MADAM PRESIDENT. 
          MR. SUPERINTENDENT WHILE I WAS OUT, I GOT A LOT OF EMAILS WITH REGARDS TO THE FTE VERSUS THE PUA, AND I SEE YOU MADE SOME ADJUSTMENTS AND I LIKE THAT. 
          WHAT IS IT THAT WE'RE NOT SEEING? COULD YOU, YOU AND YOUR STAFF WHO PUT THAT ALTERNATIVE TOGETHER, IS THERE ANYTHING WE'RE NOT SEEING? BECAUSE WHEN I GET BACK OUT THERE ON THE FRONT LINE, I WANT TO BE ABLE TO EFFECTIVELY DEFEND THE NEW BUDGET AND ANY FUTURE QUESTIONS WE MAY GET FROM TEACHERS AND 
          [02:15:01]
SO FORTH. I THINK WE'VE LAID IT OUT AND MADE IT VERY CLEAR. 
          I DISTINCTLY REMEMBER THE STATEMENT THAT TRUSTEE HERNANDEZ ACTUALLY MADE DURING THE LAST BUDGET WORKSHOP. WHY DON'T WE LOOK AT, YOU KNOW, A PUA BASED FUNDING MODEL THAT REQUIRES CERTAIN POSITIONS? MAYBE EXPOSITION. 
          EXPOSITION. WE BROUGHT BACK A VARIATION OF WHAT THAT LOOKS LIKE, AND I TRIED TO MAKE IT AS SIMPLE AS POSSIBLE IN THIS PRESENTATION. 
          SO MY HOPE WAS TO LAY ANOTHER ALTERNATIVE IN FRONT OF YOU AND AND LET YOU ALL DECIDE WHAT THAT LOOKS LIKE. AND BY YOU GOING TO THIS ALTERNATIVE BUDGET ARE WE ADDING TO THE DEFICIT VERSUS YOUR HYBRID PLAN THAT YOU HAD. 
          YES. I CAN'T REMEMBER WHAT SLIDE IT WAS ON, BUT WE BROKE DOWN 22. 
          IT'LL GIVE YOU A SNAPSHOT OF KIND OF WHAT THAT LOOKS LIKE. 
          OKAY. AND THE LAST QUESTION, WITH REGARDS TO CLOSING SCHOOLS, I GOT A LOT OF CONTENTION ABOUT THE POSSIBILITY OF CLOSING SCHOOLS. 
          AND I HEARD YOU MENTION A WEEK OR TWO AGO THAT, YOU KNOW, EVERYTHING MAY BE ON THE TABLE. 
          COULD YOU CLARIFY WHETHER OR NOT THAT MAY HAPPEN? OVER THE COURSE OF THE NEXT YEAR, EVERYTHING HAS TO BE ON THE TABLE. 
          THIS DISTRICT HAS NOT BEEN RIGHT SIZED IN SEVERAL YEARS. 
          AND WE'RE MINUS, YOU KNOW, SEVERAL, SEVERAL KIDS, QUITE FRANKLY. 
          AND AND IT'S A CONVERSATION THAT SEVERAL UNFORTUNATELY, SEVERAL SCHOOL DISTRICTS ACROSS. 
          I WAS ON THE PHONE WITH PHILADELPHIA PUBLIC SCHOOLS TODAY AROUND SOME OF THOSE SAME AND WE'RE EXCHANGING INFORMATION IN REFERENCE TO WHAT THAT LOOKS LIKE. 
          SO WE'RE GOING TO HAVE TO STUDY IT AND DETERMINE WHAT THAT LOOKS LIKE. 
          AND IT'S ONE THING TO TALK ABOUT SCHOOL CLOSING, ANOTHER THING TO TALK ABOUT SCHOOL CONSOLIDATIONS. BUT ALL OF THOSE WILL HAVE TO BE IN PLAY AS WE TAKE A LOOK AT AT RIGHT SIZING OUR DISTRICT. OTHERWISE, WE'LL BE, YOU KNOW, DOING THE SAME THING THAT WE'VE DONE FOR SEVERAL YEARS WITH THE SAME ISSUES THAT WE'VE HAD FINANCIALLY FOR SEVERAL YEARS AS WELL. THAT'LL BE ONE OF THE STRATEGIES THAT WE WE HAVE TO LOOK AT. 
          I DO UNDERSTAND, AND THERE'S AN OLD CLICHÉ THAT IF YOU CONTINUE TO DO THE SAME THINGS THE SAME WAY, YOU GET THE SAME RESULTS. 
          AND SO THAT'S WHY I WAS ELECTED, BECAUSE WE'VE BEEN HAVING 30 YEARS OF THE SAME THING. 
          SO I'D LIKE TO SEE SOME CHANGES AND I'M LOOKING FORWARD TO IT. 
          SO I THANK YOU FOR TRYING TO MAKE COMPROMISES WITH THE PUBLIC AND SO FORTH, AND I LOOK FORWARD TO BRIGHTER DAYS. 
          THANK YOU. TRUSTEE BLUEFORD-DANIELS. 
          DID YOU DO ROUND TWO. 
          I DID. OKAY. SORRY. 
          I THINK. OH, I THINK BECAUSE WE HAVE CALLED YOU DID I MISS ANYONE ELSE ON ROUND ONE? SO SORRY. 
          ROUND TWO. ANYONE ELSE ON ROUND TWO? OKAY, MR. HOUSE, I DEFINITELY WANT TO THANK YOU FOR FOR LISTENING AND FOR ADJUSTING. 
          AND YOU MENTIONED SOMETHING IN YOUR OPENING COMMENTS ABOUT THE FIRST TIME IN A LONG TIME HAVING A PLAN. AND THANK YOU FOR THAT. 
          THAT IS HUGE. 
          IT IS EXTREMELY IMPORTANT WORK. 
          AND I KNOW AND WE RECOGNIZE THE HARD WORK THAT YOUR STAFF HAS DONE OVER THE LAST FEW MONTHS. IT'S CRITICAL WORK AND I LOOK FORWARD TO LEARNING MORE AS WE GO. 
          ALSO REALLY EXCITED ABOUT THE SCHOOL PERFORMANCE FRAMEWORK THAT HAS BEEN A CRITICAL MISSING PIECE AND I LOOK FORWARD TO THAT DEVELOPMENT AS WELL. 
          I ALSO WANT TO COMMEND YOU ON CUTTING CENTRAL OFFICE BUDGETS IN THE Q&A FOR THE STRATEGIC PLAN THAT WAS SUBMITTED. 
          I CAN'T REMEMBER WHAT PAGE IT WAS ON, BUT I HAD ASKED FOR THE LAST FIVE YEARS WITH THE THE CENTRAL OFFICE BUDGETS WERE. 
          SO IT'S PAGE 8 OF THE Q&A, THE STRATEGIC PLAN Q&A. 
          IN 2018, THE CENTRAL OFFICE BUDGET WAS $376 MILLION. 
          IN 2022, IT'S $466 MILLION. 
          SO THAT IS A $90 I MEAN $89 MILLION INCREASE. 
          SO I COMMEND YOU FOR TAKING STRIDES TO TO GET US CLOSER BACK TO WHAT IT WAS, AND HOPEFULLY WE CAN CONTINUE TO LOOK IN THAT SPACE. 
          IN TERMS OF YOUR QUESTION, I THINK, YOU KNOW, WHERE I STAND IN TERMS OF THE SUPPORT FOR A PUA MODEL, I DEFINITELY DON'T SUPPORT CUTTING THE PUA AND LOOKING AT THIS CHART THAT'S UP ON ON SLIDE 22 AND THE THE DIFFERENCE BETWEEN THE DEFICIT, RIGHT? IF THE PUA IS NOT CUT $119 VERSUS $98, THAT'S A $21 MILLION DIFFERENCE. 
          THAT IS LITERALLY 1% OF OUR OPERATING BUDGET. 
          [02:20:01]
AND I DON'T BELIEVE THAT CUTTING THE PUA WOULD GET US CLOSER TO ACHIEVING THE GOALS SO THAT STUDENTS ARE GETTING THE BEST INSTRUCTION. 
          TRUSTEES IS THERE A DESIRE FOR ROUND THREE. 
          HOW ABOUT A 30 SECOND COMMENT? OKAY. 
          NOBODY WANTS IT. OKAY. 
          SUPERINTENDENT, I'LL GIVE YOU THE TIME. 
          I KNOW YOU WANTED TO SHARE SOMETHING WITH US. 
          THERE WAS A RECENT PRESS CONFERENCE VIA THE THE THE FBI, AND I WANTED TO PROVIDE A STATEMENT THAT WE'VE RELEASED TO THE MEDIA SINCE WE'VE ACTUALLY BEEN IN THIS ROOM. 
          WE'VE WE WERE MADE AWARE OF AN ANNOUNCEMENT MADE JUST A SHORT TIME AGO REGARDING THE INDICTMENTS OF A FORMER HISD OFFICIAL AND VENDOR. 
          TODAY'S INDICTMENTS OF A FORMER DISTRICT OFFICIAL AND VENDOR ARE A STARK REMINDER OF THE RESPONSIBILITY THIS DISTRICT HAS TO OPERATE WITH INTEGRITY IN EVERYTHING THAT IT DOES. 
          OUR STUDENTS, FAMILIES, EMPLOYEES AND COMMUNITY DESERVE NOTHING LESS. 
          I HOPE WITH TODAY'S INDICTMENT, THIS DISTRICT AND COMMUNITY IT SERVES CAN FINALLY TURN THE PAGE ON A SAD CHAPTER IN A HISD HISTORY. 
          WE ARE APPRECIATIVE OF ALL THE WORK THE FBI HAS DONE TO HOLD THESE INDIVIDUALS ACCOUNTABLE WHO WOULD WOULD SEEK TO UNDERMINE PUBLIC TRUST IN THE DISTRICT AND WILL CONTINUE TO FULLY COOPERATE WITH WITH THE INVESTIGATION. 
          ADDITIONALLY, WE'VE PUT STRINGENT MEASURES INTO PLACE TO SAFEGUARD THE INTEGRITY OF THE DISTRICT'S PROCUREMENT AND CONTRACTING PROCESSES MOVING FORWARD. 
          THANK YOU, MADAM PRESIDENT. 
          THANK YOU AND THANK YOU FOR THAT STATEMENT AND THE WORK THAT YOU'VE BEEN DOING TO ADDRESS THOSE ISSUES. 
          WITH NO FURTHER BUSINESS TO DISCUSS, THIS MEETING OF THE BOARD IS ADJOURNED. 
          THE TIME IS 5:06 P.M. 
          ON APRIL 7TH, 2022.
* This transcript was compiled from uncorrected Closed Captioning.