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[00:00:01]

THIS MEETING IS NOW RECONVENED AT 12:48 P.M..

[CALL TO ORDER]

WE WILL NOW MOVE TO OUR WORKSHOP TOPIC THE 2022-2023 BUDGET SUPERINTENDENT HOUSE YOU HAVE THE FLOOR.

[WORKSHOP TOPIC: 2022–2023 BUDGET]

THANK YOU, PRESIDENT CRUZ AND BOARD MEMBERS.

WELCOME TO WORKSHOP NUMBER FIVE.

OF COURSE, FOR TODAY'S AGENDA, AS YOU'LL SEE, WE'LL BEGIN BY EXAMINING THE DIFFERENCE BETWEEN OUR CURRENT FUNDING MODEL AND THE FUNDING MODEL FOR THE 202 2-23 SCHOOL YEAR THAT WAS PRESENTED TO THE BOARD AND LAST LAST WEEK'S BUDGET WORKSHOP.

WE THEN WILL REVISIT A DISCUSSION AROUND OUR DISTRICTS FUND BALANCE AS WELL AS A LOOK AT THE BUDGET PROJECTIONS FOR THE FUTURE FISCAL YEARS.

WE WRAP UP WITH THE TASK AHEAD OF US TO BEGIN THE PROCESS OF ADDRESSING THE DISTRICT STRUCTURAL DEFICIT IN YEARS TO COME.

WE'LL START WITH A COMPARISON OF OUR CURRENT FUNDING MODEL AND THE ADJUSTMENTS WE WILL BE MAKING FOR THE 22-23 SCHOOL YEAR.

WITH THAT BEING SAID, THIS PARTICULAR SLIDE, WHICH I THINK YOU GUYS HAVE SEEN BEFORE, IS A SLIDE AGAIN FROM LAST WEEK'S PRESENTATION THAT SUMMARIZES THE FUNDING MODEL THAT THE ADMINISTRATION IS BRINGING FORTH FOR THE 22-23 SCHOOL YEAR.

IT STARTS WITH THE CAMPUSES RECEIVING WEIGHTED FUNDING THROUGH THE PUA ALLOTMENT, WHICH IS BASED ON THE SAME WEIGHTED FUNDING FORMULA AS THE CURRENT SCHOOL YEAR ON TOP OF THE PUA ALLOTMENT.

THERE WILL BE ADDITIONAL DISTRIBUTION OF BOTH ESSER DOLLARS AND TITLE ONE DOLLARS TO HELP SUPPORT OUR CAMPUSES WITH THE HIGHEST NEEDS. THESE ADDITIONAL FUNDS WILL BE EXTREMELY IMPORTANT IN HELPING TO OFFER THE EQUITABLE CORE STUDENT EXPERIENCE THAT YOU'VE HEARD US DISCUSS ON A CONSISTENT BASIS AS ALIGN WITH OUR STRATEGIC WORK IN PLAN.

NEXT YEAR, OUR CAMPUSES WILL BE REQUIRED TO STAFF A FEW ESSENTIAL POSITIONS THAT YOU'VE HEARD US TALK ABOUT.

CAMPUSES WILL HAVE A AUTONOMY TO STAFF THEMSELVES, HOWEVER THEY SEE FIT BEYOND THAT.

FINALLY, AS DISCUSSED LAST WEEK, WE WILL BE JOINING TEAS SYSTEM OF GREAT SCHOOLS NETWORK, WHICH WILL HELP TO DEVELOP THE SCHOOL PERFORMANCE FRAMEWORK, WHICH WILL ALLOW US TO BETTER ALIGN SYSTEMS FOR ACCOUNTABILITY IN THE SCHOOL DISTRICT AS WE MOVE FORWARD DOWN THE ROAD.

NOW, THE NEXT FEW SLIDES, I WANT TO BREAK DOWN THE SPECIFIC DIFFERENCE BETWEEN HOW WE FUND SCHOOLS TODAY.

AND THE FUNDING MODEL THAT WE WILL BE UTILIZING FOR THE 22-23 SCHOOL YEAR.

NEXT YEAR, CAMPUSES WILL BE REQUIRED TO STAFF A LIBRARIAN OR MEDIA SPECIALISTS, COUNSELOR OR SOCIAL WORKER, NURSE OR ASSOCIATE NURSE FROM SPECIFICALLY THE PUA FOR THEIR FUNDS.

CAMPUSES WILL ALSO BE REQUIRED TO STAFF PHYSICAL EDUCATION, FINE ARTS TEACHERS IN ACCORDANCE TO STATE LAW.

SO THAT'S A LITTLE BIT DIFFERENT.

THAT'S A STATE MANDATE.

OUTSIDE OF THESE ESSENTIAL POSITIONS, SCHOOLS WILL MAINTAIN FULL DISCRETION OF HOW THEY STAFF THEMSELVES ALIGNED TO THEIR SPECIFIC, UNIQUE PROGRAMING AND IN SCHOOLS.

NOW IN TERMS OF TITLE ONE AND ALL TITLE ONE CAMPUSES WILL CONTINUE TO RECEIVE THEIR REOCCURRING TITLE ONE ALLOCATIONS. THIS TOTALS ABOUT $48 MILLION.

HOWEVER, NEXT YEAR, THE AMOUNT OF REOCCURRING DISCRETIONARY TITLE ONE FUNDING FOR OUR HIGHEST NEED CAMPUSES WILL INCREASE BY $10 MILLION.

THIS $10 MILLION WILL BE DISTRIBUTED TO SCHOOLS BASED ON THE CONCENTRATION OF AT RISK FACTORS THAT YOU ALL HAVE HEARD US TALK ABOUT CONTINUOUSLY DURING OUR FOUR PREVIOUS WORKSHOPS.

IN ADDITION, THERE WILL BE ALSO A ONE TIME $12.9 MILLION INCREASE IN DISCRETIONARY TITLE ONE FUNDS GOING TO ALL TITLE CAMPUSES FOR THE 22-23 SCHOOL YEAR.

FINALLY, THE DISTRICT WILL INVEST $3.7 MILLION OF THE TITLE ONE FUNDS TO INVEST IN BOTH READING, MATH INTERVENTIONIST POSITIONS FOR MIDDLE SCHOOLS AND SIX THROUGH 12 CAMPUSES.

IN TERMS OF ESSER FUNDING NEXT YEAR, CAMPUSES WILL CONTINUE TO RECEIVE BUCKETS OF FUNDING FOR INNOVATION.

WRAPAROUND SERVICES, HB 4545 TUTORIALS AND COLLEGE AND CAREER READINESS ACTIVITIES AS WELL.

THIS CURRENT YEAR WILL BE FUNDED.

READING WILL THIS CURRENT YEAR WE FUNDED READING AND MATH INTERVENTIONIST AT THE ELEMENTARY AND K-8 LEVEL OUT OF

[00:05:08]

ESSER FUNDS, ALONG WITH COUNSELING POSITIONS AT VARIOUS CAMPUSES.

NEXT YEAR, WE WILL CONTINUE TO FUND THE READING OR MATH INTERVENTIONISTS OUT OF ESSER.

HOWEVER, CAMPUSES WILL COVER THE COSTS OF THEIR COUNSELING POSITIONS OUT OF THE OUT OF THEIR SPECIFIC SCHOOL PUAS WHAT WE WHAT WILL BE NEXT IN REFERENCE TO NEXT YEAR IS THAT WE WILL INCREASE THE DOLLAR AMOUNT OF $50 MILLION IN DISCRETIONARY CAMPUS BASED ESSER FUNDS TO OUR HIGHEST NEED CAMPUSES.

AGAIN, BOTH OF THESE INCREASES IN TITLE ONE ESSER DOLLARS AS WELL ARE ON TOP OF THE PUA ALLOCATIONS AND ARE INTENDED TO HELP SUPPORT THE HIGHEST NEED CAMPUSES IN BEING ABLE TO RECOVER FROM THE LEARNING LOSS AND OFFER THE BASELINE EDUCATIONAL EXPERIENCE THAT WE'VE COMMITTED TO WITHIN OUR STRATEGIC PLAN.

NOW LASTLY HERE, PER THE DIRECTION PROVIDED DURING LAST WEEK'S BOARD MEETING, WE WILL BE INCREASING THE PUA TO COVER THE FULL COSTS OF THE CAMPUS BASED COMPENSATION INCREASES.

THIS MAINTAINS EACH SCHOOL'S SAME PURCHASING POWER FOR POSITIONS BUT WILL INCREASE THE DISTRICT'S DEFICIT NEXT YEAR.

AND I WANT TO MAKE SURE THAT WE'RE CLEAR ON THAT.

THAT'S WHAT WE HEARD VERSUS THE PUA COVERING THE COMPENSATION MODEL.

THIS REALLY SPEAKS TO AN ACCOUNTING FOR THE $60 MILLION IN REDUCTION AND CENTRALLY FUNDED EXPENSES DISCUSSED DURING THE PRIOR MEETINGS.

NEXT YEAR'S FUNDING MODEL WILL RESULT IN A BUDGET DEFICIT OF $117 MILLION, WHICH WILL BE COVERED THROUGH A COMBINATION OF, OF COURSE, ESSER AND INDIRECT COSTS AND FUND BALANCE.

NOW WE'VE POSTED EVERY SCHOOL'S CAMPUS LEVEL ALLOCATION, AS YOU ALL KNOW, FOR THE 22-23 SCHOOL YEAR ON THE STRATEGIC PLAN WEBSITE LOCATED AT HOUSTON ISD.ORG/STRATEGIC PLAN.

TO NOTE THIS YEAR IS THE FIRST TIME, AS I'VE SHARED WITH YOU BEFORE, THAT WE'VE DONE THIS PUBLICLY, PUBLICLY FOR FOR OUR COMMUNITY BY CAMPUS ALLOCATIONS.

THIS IS IN ALIGNMENT TO OUR STRATEGIC COMMITMENT TO DEVELOP TRUST AND RELIABILITY FOR OUR FAMILIES AS WELL AS COMMUNITY AS WELL.

NOW NEXT, WE'RE GOING TO REVISIT THE DISCUSSION OF THE DISTRICT'S CURRENT FUND BALANCE.

AND I THINK IT'S IMPORTANT FOR US TO PAY CLOSE ATTENTION HERE BECAUSE THERE'S BEEN SOME MISPERCEPTION IN REFERENCE TO THE FUND BALANCE, WHAT WE'VE HEARD IN THE PAPER AND THE $300 MILLION IN COMPARISON TO WHAT WE'VE BEEN DOING TO ENSURE THAT WE UTILIZE WHAT WE KNOW.

NOW, AS WE'VE DISCUSSED PRIOR TO WORKSHOPS, THE DISTRICT'S FUND BALANCE HAS GROWN TO ABOUT $997 MILLION.

AS YOU CAN SEE IN THIS PARTICULAR CHART, THE MAJORITY OF THAT GROWTH HAS COME SINCE THE 2018-19 SCHOOL YEAR AND WAS DRIVEN BY A FEW DIFFERENT FACTORS.

IN 18-19, THE DISTRICT RECEIVED AN UNEXPECTED SUM OF $133 MILLION IN HURRICANE HARVEY FUNDS FROM THE STATE.

THIS WE SAW AN INCREASE HERE IN REFERENCE TO PER CAPITA REVENUE FROM THE STATE AND ACCRUED SAVINGS FROM VACANCIES AS WELL AND A HIRING FREEZE THAT LED TO AN INCREASE IN FUND BALANCE.

ALSO NOW, SINCE 2019, WE HAVE SEEN A GROWTH IN FUND BALANCE, PRIMARILY DUE TO COST SAVINGS FROM THE COVID 19 PANDEMIC.

HIGH POSITION VACANCY RATES AND COST SAVING INITIATIVES TAKEN BY SPECIFICALLY THE DISTRICT.

GIVEN THE UNCERTAINTY OF THE OF THE PANDEMIC.

WHILE THE GROWTH IN FUND BALANCE WE DISCUSSED DOES PROVIDE HISD SOME FLEXIBILITY IN ADDRESSING FINANCIAL SHORTFALLS.

IT IS IMPORTANT TO REMEMBER THAT WE CAN'T USE ALL OF THESE FUNDS WITHIN THE FUND BALANCE TO COVER FUTURE COST.

NOW ON THE RIGHT HAND SIDE, YOU CAN SEE THAT THE BUILDING BLOCK OF OUR STARTING FUND BALANCE FOR THIS CURRENT YEAR IS $466 MILLION, AS YOU'LL SEE.

AND IN THIS THREE MONTH RESERVE ESTABLISHED BY BOARD POLICY CE LOCAL.

YOU'LL ALSO SEE HERE, $306 MILLION OF FUNDS ARE NON SPENDABLE, COMMITTED OR ASSIGNED, WHICH INCLUDE

[00:10:02]

CARRYOVER FROM PAST FISCAL YEARS.

NOW THE THE LEFT HAND SIDE SHOWS US THAT $224 MILLION IN AVAILABLE FUND BALANCE AT THE BEGINNING OF THIS YEAR.

THIS IS BASICALLY THE AVAILABLE CASH WHICH WE HAVE ACCESS TO IN ORDER TO ADDRESS PRIORITIES IN THE BUDGET TO CLOSE THE DEFICIT THAT WE ALL WANT TO CLOSE.

NOW TO NOTE HERE, THIS INCLUDES $133 MILLION IN HURRICANE HARVEY FUNDS THAT WE RECEIVED IN 18-19 THAT I MENTIONED EARLIER IN THIS PARTICULAR SLIDE. NOW THIS SLIDE PROVIDES AN UPDATE ON OUR LATEST FORECASTS FOR THE STARTING FUND BALANCE FOR THE NEXT SCHOOL YEAR.

AS WE GET CLOSER TO THE END OF THE YEAR, WE GAIN MORE CLARITY ON EXPENSES TO DATE AND THE COST SAVINGS WE EXPECT TO REALIZE.

OUR LATEST FORECAST IS THAT OUR OPERATING DEFICIT FOR THIS SCHOOL YEAR WILL BE JUST AT ABOUT $12 MILLION.

HOWEVER, WHEN WE ACCOUNT FOR OUR USE OF ONE TIME ESSER DOLLARS HOLD HARMLESS THAT IS, WE CURRENTLY EXPECT TO END THIS FISCAL YEAR WITH A SURPLUS OF ABOUT $76 MILLION.

AS WE LOOK AT THE RIGHT HAND SIDE OF THIS SLIDE, YOU CAN SEE THAT THE ADDITION OF THIS $76 MILLION OF SURPLUS TAKES US FROM $224 MILLION IN AVAILABLE FUND BALANCE TO A PROJECTED PROJECTED TOTAL OF $300 MILLION ENDING AVAILABLE FUND BALANCE FOR THIS SCHOOL YEAR.

NOW. NEXT, WE'LL MOVE TO OUR LONGER TERM BUDGET PROJECTIONS, WHICH IS EXTREMELY IMPORTANT AS WE LOOK DOWN THE ROAD.

THIS PARTICULAR SLIDE, YOU'LL SEE IT REFLECTS THAT THE BUDGET PROJECTIONS THROUGH THE END OF 23-24.

THESE PROJECTIONS REFLECT A $60 MILLION IN REOCCURRING CENTRALLY FUNDED COST SAVINGS, AND IT ALSO FACTORS IN THE COST OF COMPENSATION INCREASES FOR THE STRATEGIC PLAN THAT WE'VE TALKED ABOUT CONTINUOUSLY AS WELL.

NOW, AS A REMINDER HERE, THE FULL COST OF THE COMPENSATION PLAN IS $208 MILLION, WHICH INCLUDES THE $82 MILLION FOR FISCAL YEAR 22-23, $63 MILLION FOR 23-24, AND AN ADDITIONAL $63 MILLION FOR 24-25.

IF YOU LOOK AT THE FINAL ROW OF THIS CHART, YOU'LL SEE THAT WE BEGIN WITH A PROJECTED FUND BALANCE AT THE END OF THIS SCHOOL YEAR OF $300 MILLION.

AND BY THE END OF THE 23-24 SCHOOL YEAR, THE DISTRICT'S AVAILABLE FUND BALANCE WOULD BE AT RIGHT ABOUT $69 MILLION.

AS YOU SEE, THIS IMPORTANT INVESTMENT IN OUR HUMAN CAPITAL, AS WE'VE TALKED ABOUT, WILL DRAW DOWN SIGNIFICANTLY ON THE AVAILABLE FUND BALANCE, WHILE ALSO PROVIDING US ADDITIONAL TIME TO ENGAGE WITH STAKEHOLDERS REGARDING LONG TERM PLANS FOR BUDGET SUSTAINABILITY.

THIS SLIDE, YOU'LL SEE, REFLECTS THE BUDGET PROJECTIONS THROUGH 23-24.

ASSUMING THAT THERE IS NO INCREMENTAL INCREASE IN COMPENSATION IN 23-24, WE WANTED TO SHOW THIS SLIDE FOR COMPARISON PURPOSES.

HOWEVER, WE WANT TO REITERATE THAT OUR STRATEGIC PLAN DOES CALL FOR COMPENSATION INCREASES OVER THE NEXT FEW YEARS.

ADDITIONALLY, THIS SLIDE ASSUMES THAT THE $60 MILLION IN CUTS CENTRALLY FUNDED BY SERVICES SERVICES YEAR REMAINING ON A REOCCURRING BASIS, AND THAT APPROXIMATELY $83 MILLION IN COMPENSATION APPROVED FOR 22-23 REMAINS IN PLACE FOR 23-24 . WITHOUT THE PROPOSED COMPENSATION INCREASES FOR THE 23-24 SCHOOL YEAR OUR AVAILABLE FUND BALANCE AT THE END OF 23-24 WOULD BE ABOUT $148 MILLION.

NOW WE LOOK EVEN FURTHER AHEAD.

AS WE HAVE DISCUSSED IN THE COMING WEEKS, WE'LL FINALIZE THE DETAILS AROUND THE $60 MILLION REDUCTION CENTRALLY THAT WE ARE CURRENTLY WORKING ON.

WE PLAN TO DO THIS IN A WAY THAT MITIGATES THE IMPACT AS MUCH AS POSSIBLE TO OUR STUDENTS, STAFF AND IN SCHOOLS SPECIFICALLY.

NOW, IN THE COMING MONTHS, WE WILL ESTABLISH A TASK FORCE AND BEGIN TO ENGAGE WITH THE COMMUNITY TO DEVELOP A FISCAL SUSTAINABILITY PLAN TO PRESENT TO YOU ALL AS A BOARD NEXT YEAR WITH THE OBJECTIVE TO, OF COURSE, BRING US TO A FUND BALANCE IN THE FUTURE OR ASAP.

WE WILL ALSO BE PARTNERING, OF COURSE, WITH AN OUTSIDE ORGANIZATION TO REVISIT OUR PUA FORMULA AND WEIGHTS AND IDENTIFY OPPORTUNITIES FOR OUR

[00:15:08]

INCREASED EQUITY IN SCHOOL FUNDING WITH POSSIBLE RECOMMENDATIONS FOR IMPLEMENTATION IN 23-24.

YOU'VE SEEN THIS SLIDE A FEW TIMES.

IN IN OUR BUDGET PRESENTATION, WHICH PROVIDES A HIGH LEVEL OVERVIEW OF HOW WE WILL ADDRESS THE DISTRICT'S FISCAL SUSTAINABILITY IN COMING YEARS. WHAT I WILL ADD IN REFERENCE TO THIS PARTICULAR SLIDE IS THAT ENGAGING WITH KEY STAKEHOLDERS IN THE COMMUNITY WILL BE CRITICAL IN DECIDING HOW THE DISTRICT WILL APPROACH ITS STRUCTURAL DEFICIT.

WE KNOW WE'RE GOING TO HAVE TO MAKE SOME VERY DIFFICULT DECISIONS, AS YOU GUYS HAVE HEARD ME SAY OVER AND OVER, AND THAT THE DISTRICT IS PLANNING TO MOVE FORWARD WITH THIS WORK IN COMING MONTHS.

BUT HOWEVER, WE WANT TO MAKE CERTAIN TO ENSURE THAT THE PUBLIC THAT MAKE SURE THAT THE PUBLIC UNDERSTANDS THAT THESE DECISIONS WILL NOT HAPPEN WITHOUT THE COMMUNITY AS WE CHART THE PATH FOR THE FUTURE IN REFERENCE TO SUSTAINABILITY IN HISD.

NOW, AS I'VE STATED BEFORE, FOR US TO GET TO THE LEVEL OF FINANCIAL SUSTAINABILITY THAT WE SEEK LONG TERM, EVERY OPTION MUST BE ON THE TABLE.

ALTHOUGH NOT AN EXHAUSTIVE LIST.

WHAT WE'VE DONE IS JUST PROVIDED SOME OF THE COMMON PRACTICES THAT YOU SEE ACROSS THE COUNTRY.

SO I WANT TO NOTE HERE, THIS IS NOT THE LIST THAT WE WILL MOVE FORWARD TO USE.

THESE ARE SOME OF THE COMMON PRACTICES THAT YOU SEE ACROSS THE COUNTRY.

THIS IS SIMPLY A LIST OF POSSIBLE STRATEGIES THAT WILL BE UNDER CONSIDERATION AS WE LOOK TO THE YEAR TO COME TO ENSURE THAT WE CHART AGAIN THE PATH FORWARD FOR ENSURING THAT WE RIGHT SIZE OUR SCHOOL DISTRICT AND GET CLOSER TO A ZERO BASED BUDGET AND CLOSE THE DEFICIT, AS WE'VE SEEN IT FOR SEVERAL YEARS.

AS YOU CAN SEE, I DON'T THINK I NEED TO READ THESE TO YOU, BUT THESE ARE SPECIFIC STRATEGIES THAT ARE COMMON PRACTICE THAT IN PART WE WILL BE LOOKING AT AS WE MOVE TOWARDS THE FUTURE.

NOW IN REVISITING THE TIMELINE THAT WAS SHARED DURING LAST LAST WEEK'S BUDGET MEETING, WE HAVE ALREADY PUBLICLY POSTED THE UPDATED CAMPUS ALLOCATIONS.

AS YOU KNOW, WE DID THAT ESSENTIALLY DURING THE DURING OUR LAST BUDGET MEETING.

SCHOOLS ARE CURRENTLY IN THE PROCESS OF MAKING BUDGETING AND STAFFING ADJUSTMENTS FOR THE NEXT SCHOOL YEAR BASED ON THE UPDATED ALLOCATIONS THAT THEY RECEIVED.

NOW, BY THE END OF THIS MONTH, WE WILL BE FINALIZING OUR PLAN FOR CENTRALLY FUNDED BUDGET REDUCTIONS.

AND LASTLY, IN THE COMING MONTHS, WE WILL BE STARTING OUR WORK WITH THE SYSTEM OF GREAT SCHOOLS PROGRAM TO DEVELOP OUR SCHOOL PERFORMANCE FRAMEWORK AND THE ALIGNED ACCOUNTABILITY AND TIERED AUTONOMY SYSTEM THAT YOU'VE HEARD US TALK ABOUT.

WITH THAT, I CONCLUDE MY REMARKS, CHIEF.

EXCUSE ME, PRESIDENT CRUZ, AND WE'LL PASS IT BACK OVER TO YOU TO TO YOU AND THE BOARD FOR ANY QUESTIONS.

THANK YOU.

THANK YOU. SUPERINTENDENT HOUSE TRUSTEES, PLEASE INDICATE YOUR INTEREST IN THE QUEUE TRUSTEE DEIGAARD.

THANK YOU FOR THIS PRESENTATION AND THE WORKSHOP TODAY.

FIRST QUESTION WHEN ARE WE GOING TO GET A COPY OF THE BUDGET? CHIEF REED. SO WE'LL BE ROLLING OUT THE BUDGET IN NEXT MONDAY FOR ALL THE PRINCIPALS AND DEPARTMENTS TO GO IN AND KEY IN THEIR BUDGETS SO THE ACTUAL BUDGET WON'T COME TO THE BOARD.

IF YOU'RE TALKING ABOUT THE SCHEDULES I'M TALKING ABOUT, THIS IS HOW MUCH WE SPENT LAST YEAR.

THIS IS HOW MUCH WE'VE BEEN SPENDING THIS YEAR.

WHAT ARE WE PROPOSING TO SPEND NEXT YEAR? USUALLY WE HAVE GOTTEN I MEAN, I'VE BEEN COMING TO THESE MEETINGS SINCE 2011 AND USUALLY THERE IS HERE ARE THE INCREASES IN REVENUE.

HERE ARE THE AND HERE ARE THE DECREASES.

HERE ARE THE INCREASES IN EXPENDITURES AND HERE ARE THE DECREASES.

AND WE HAVE NOT SEEN ANYTHING THAT EVEN REMOTELY LOOKS LIKE THAT YET THIS YEAR.

GOT IT. WE CAN PROVIDE THAT.

THAT'S THE FOUNDATION FOR THIS CONVERSATION.

AND WE HAVE NOT SEEN IT.

A LOT OF THAT HAS BEEN EMBEDDED, BUT WE'LL PROVIDE THE PICTURE OF WHAT YOU'RE LOOKING TO SEE WITHIN THE NEXT WEEK.

ABSOLUTELY. WE'VE GOT IT.

GOT IT. AND FOR THAT TO INCLUDE WHERE THERE ARE INCREASES, HOW THOSE WHY YOU BELIEVE, MR. SUPERINTENDENT, THAT THAT INCREASE, HOW THAT WILL ACHIEVE THE BOARD'S GOALS.

NOW, KNOWING THAT I DIDN'T.

[00:20:01]

LET'S TAKE A LOOK AT KIND OF THE PICTURE OF WHAT WAS SEEN LAST YEAR.

LET'S PROVIDE WHAT WHAT THE DESCRIPTION OF WHAT IT IS THAT SHE'S.

I KNOW EXACTLY WHAT SHE'S REFERRING TO.

THANK YOU. JUST TO CONFIRM, THE PUA IS STAYING THE SAME EXCLUSIVE OF THE RAISES.

THOSE EVENTUALLY GET BAKED IN THE PUA, BUT OTHERWISE THE [INAUDIBLE].

OK AND THEN I JUST WANT TO CLARIFY LIBRARIANS AND THIS IS NOT DISCOUNTING VALUE.

I'M NOT CHALLENGING THAT.

BUT I JUST WANT TO BE CLEAR THAT IS NOT REQUIRED IN OUR THEORY OF ACTION.

THAT IS A STRATEGY THAT THE ADMINISTRATION IS CHOOSING BASED ON FEEDBACK FROM THE COMMUNITY AND THE STRATEGY FOR THE BOARD GOALS.

SO PRINCIPALS ARE GOING TO HAVE TO CHOOSE IN ORDER TO FUND THOSE POSITIONS IF THEY DON'T CURRENTLY HAVE THEM IN THEIR BUDGETS, THINGS TO CUT FROM THEIR CURRENT BUDGETS FOR NEXT YEAR IN ORDER TO FUND THOSE LIBRARIANS POSITIONS.

IN YOUR OPINION, MR. HOUSE, HOW DO YOU FEEL ABOUT WHAT THOSE PRINCIPALS ARE GOING TO HAVE TO CUT? WHAT KINDS OF THINGS ARE GOING TO BE LOST AT DIFFERENT CAMPUSES THROUGHOUT THE DISTRICT IN ORDER FOR PRINCIPALS TO FUND THE LIBRARY? AND THAT'S A $13 MILLION.

IT'S A GREAT QUESTION.

I THINK WHAT WE HAVE TO THINK ABOUT IS WHAT IS GOOD FOR CHILDREN AND WHAT IS GOOD FOR STUDENT LEARNING.

AND WHAT WE DO KNOW IN REFERENCE TO LIBRARIANS IS A VERY CLOSE CONNECTION TO LITERACY AND AND HOW WE PROVIDE [INAUDIBLE] SCORES AND CONNECTIONS TO BOOKS AND WHAT THAT LOOKS LIKE FOR STUDENTS.

SO WE FEEL LIKE THAT THIS ALIGNS VERY CLOSELY WITH THE STRATEGIC PLAN AND WILL SUPPORT THE WORK THAT WE'RE LOOKING TO DO, BOTH IN CNI AND THE SCHOOL'S OFFICE. I'M NOT QUESTIONING THE VALUE ADD, BUT IF A SCHOOL IS CHOOSING BETWEEN INCREASING SECOND GRADE CLASS SIZES BECAUSE THEY HAVE TO RIFF A TEACHER TO FUND A LIBRARIAN, LIKE ARE YOU EXAMINING OR SOMEBODY EXAMINING THAT TO MAKE SURE THE TRADE OFFS ARE GOING TO STILL ACHIEVE YOUR GOAL? ABSOLUTELY. AND WHAT I'LL GO BACK TO IS WHAT I SHARED SHARED EARLIER.

LET ME LOOK AT THE DOLLAR AMOUNTS.

WE ARE PROVIDING SIGNIFICANT DOLLARS ON TOP OF THE PUA THAT WE HAVE NOT PROVIDED IN PREVIOUS YEARS.

SOME OF THOSE ARE ONE TIME DOLLARS, BUT THIS PROVIDES EVEN MORE FLEXIBILITY THAT SCHOOLS HAVE NOT RECEIVED FROM A FUNDING STANDPOINT.

SO YES, THERE VERY WELL COULD BE SITUATIONS WHERE A SCHOOL HAS TO MAKE A DECISION BECAUSE THERE IS A REQUIRED POSITION TO MOVE FORWARD AND HIRE.

BUT WE THINK THE VALUE OUTWEIGHS THE TOUGH DECISIONS.

THESE ARE VALUE ADDED POSITIONS THAT WE BELIEVE WILL MAKE A DIFFERENCE IN TERMS OF STUDENT LEARNING.

TRUSTEE GUIDRY.

THANK YOU. THANK YOU, SUPERINTENDENT HOUSE AND ADMINISTRATION FOR THIS PRESENTATION ALSO.

ALL RIGHT. ON FRAME SLIDE SIX.

THE TITLE ONE, THE INCREASING THE DISCRETIONARY TITLE ONE FUNDS TO THE CAMPUSES.

SO THAT'S $10 MILLION EACH CAMPUS, RIGHT? PER CAMPUS? NO.

ALL RIGHT. OKAY.

I WAS LIKE, WHAT? ALL RIGHT. SO THAT'S $10 MILLION DIVIDED AMONG THE 24.

IN ADDITION TO $12.9 MILLION AS WELL.

AND SO YOU'VE GOT A FEW DIFFERENT BUCKETS THAT WE HAVEN'T HAD IN THE PAST THAT WILL BE DISTRIBUTED, WHICH IS WHAT I WAS SHARING WITH WITH TRUSTEE DEIGAARD IN TERMS OF SOME OF THOSE DECISIONS THAT PRINCIPALS HAVE TO MAKE.

YES, THERE ARE DECISIONS THAT HAVE TO BE MADE AT THE SCHOOL LEVEL IN TERMS OF POSITIONS THAT WE'RE EXPECTING THEM TO HIRE.

BUT THERE ARE OPPORTUNITIES FROM A FUNDING STANDPOINT THAT LOOK DIFFERENT THAN THEY'VE HAD IN THE PAST AS WELL.

OKAY, EXCELLENT. I'M GLAD YOU BROUGHT THAT UP BECAUSE ON SLIDE 7 IN THE RIGHT HAND COLUMN, THE SECOND PARAGRAPH, AND IT SAYS WE'LL CONTINUE TO FUND READING OR MATH, BUT THE CAMPUSES WILL HAVE TO BEAR THE COST OF COUNSELING.

WHAT ABOUT TUTORIALS? SO TUTORIALS, AS YOU KNOW, THERE'S BEEN A SIGNIFICANT INVESTMENT IN ESSER DOLLARS, THE COVID FEDERAL RELIEF LEARNING LOSS THAT WE'VE TALKED SO MUCH ABOUT.

SO THAT WORK HAS ALREADY COMMENCED.

AND THE EXPECTATION OVER THE COURSE OF THE NEXT TWO YEARS THAT THAT WORK WILL CONTINUE TO BE FUNDED BY ESSER DOLLARS.

EXCELLENT. OKAY.

MOVING ON TO SLIDE.

LET'S GO OVER TO SLIDE 9 BEFORE I RUN OUT OF TIME.

WE HEARD ONE OF THE SPEAKERS TODAY SAY THAT THAT THE CAMPUS ALLOCATIONS AS PRESENTED ON THE

[00:25:05]

PAGE IS NOT UNDERSTANDABLE.

HAVE WE HAD SOMEONE TAKE A LOOK AT IT? I HAVEN'T SEEN IT MYSELF, BUT IS THAT'S SOMETHING WE CAN GO BACK AND MAKE SURE THAT OUR COMMUNITY CAN UNDERSTAND IT.

I DON'T KNOW HOW WE BREAK IT DOWN, BUT WE'D BE GLAD WE HAVEN'T HEARD MUCH OF THAT.

BUT WE'D BE GLAD TO TAKE ANY QUESTIONS TO HELP WITH THE UNDERSTANDING.

WE TRY TO BE VERY INTENTIONAL ON THE FRONT END AND MAKE THIS AS PLAIN AS POSSIBLE.

OF COURSE WE HAVEN'T DONE THIS BEFORE.

SO WHEN YOU TALK ABOUT SCHOOL FINANCE AND MILLIONS OF DOLLARS, IT'S NOT AN EASY LOOK FOR ANYONE OR SOMEONE WITH A NAKED EYE THAT HASN'T BEEN IN THAT WORLD.

BUT WE'D BE GLAD TO MAKE IT A LITTLE MORE FRIENDLY FOR OUR COMMUNITY.

AND I WOULD ASK THAT THOSE INDIVIDUALS THAT ARE AT PARTICULAR SCHOOLS TO ASK THOSE QUESTIONS FIRST WITH THEIR ADMINISTRATION AT THEIR SCHOOLS, ASK THEM WHAT THEIR ALLOCATIONS LOOK LIKE.

I'M SURE THOSE PRINCIPALS WOULD BE OPEN TO TALKING TO THOSE COMMUNITY MEMBERS AND HAVING THOSE CONVERSATIONS.

OKAY, GOOD DEAL.

NOW, ON SLIDE 12, THAT $224 MILLION ON THE RIGHT HAND COLUMN, DOES THAT INCLUDE THE ONE? OH, I THINK YOU DID SAY IT DID INCLUDE THE $133 MILLION IN HARVEY FUNDS, CORRECT? THAT'S CORRECT. OKAY.

SO ON ON SLIDE 13, IN THE LEFT HAND COLUMN, THE OPERATING SURPLUS DEFICIT.

DOES THIS CALCULATION CONSIDER ANY ESSER OR UNEXPECTED FUNDS LIKE THE HARVEY FUNDS THAT DEFICIT OF $12 MILLION. CHIEF REED.

SORRY. WRONG BUTTON.

JUST THE $12 DOES NOT.

IT DOES NOT. SO ON AN ANNUAL BASIS, IF.

SO ON AN ANNUAL BASIS, IF WE HAD NO OTHER FUNDS, WE WOULD BE LOOKING AT A $12 MILLION DEFICIT.

NO SO REMEMBER WE TALKED ABOUT SAVINGS FROM THIS YEAR.

WE'VE GOT THE DOLLARS WE PULLED BACK FROM DEPARTMENTS AND CAMPUSES, RIGHT.

THE WHOLE BACK.

WE'VE ALSO GOT ADDITIONAL FALL OUT THIS YEAR THAT WE'VE GOT BUILT IN FROM THE VACANCY RATE.

SO IT'S NOT NEW REVENUES, BUT WE ARE GOING TO HAVE ADDITIONAL SAVINGS THIS YEAR FROM ACTIONS THAT WE'VE TAKEN THAT'S CORRECT. SO SO NO, IT'S NOT A $12 MILLION.

HAVE WE ASSESSED THAT? BECAUSE WHAT I'M TRYING TO GET TO IS SUSTAINABILITY WHEN THESE FUNDS ARE GONE.

RIGHT. AND SO IF I'M SEEING $12 MILLION RIGHT NOW AS A DEFICIT, WHAT WILL IT BE WITHOUT ANY FUNDS? THAT'S WHAT I'D LIKE TO SEE SO WE CAN DETERMINE HOW WE SUSTAIN ONCE THE ESSER FUNDS ARE GONE.

YEAH, I THINK I THINK THE BOTTOM LINE THAT WE HAVE TO UNDERSTAND, AND I KNOW THERE'S A OVERWHELMING SUPPORT TO PROTECT THE PUA AND NEVER CUT THE PUA. I KNOW THAT'S IN THE ATMOSPHERE.

I CAN SMELL IT. BUT I THINK WHAT WE HAVE TO UNDERSTAND IS THAT AT SOME POINT, RIGHT SIZING THIS DISTRICT ALSO INCLUDES TAKING EXPENSES. AND IF THE MAJORITY OF OUR DOLLARS ARE AT THE BUILDING LEVEL, AT SOME POINT THERE'S GOING TO HAVE TO BE SOME CONSIDERATION AROUND WHAT WE DO WITH THE PUA, AND THAT'S NOT WHAT WE'RE DOING RIGHT NOW.

BUT I THINK WE HAVE TO THINK ABOUT THAT.

WE'RE GOING TO BE DOING SEVERAL DIFFERENT THINGS AND THAT LIST KIND OF THAT EXHAUSTING LIST, OUR DIFFERENT STRATEGIES AROUND WHAT WE LOOK AT.

BUT I THINK ONE OF THOSE STRATEGIES IS HOW WE LOOK AT THE PUA IN THE FUTURE AS WELL, BECAUSE WE CAN'T BE IN A SCENARIO WHERE WE CONTINUE TO DO THE SAME THING. WE'VE HAD LESS KIDS, WE'VE DONE THAT FOR A LONG TIME.

AND THAT'S A TOUGH SCENARIO.

VERY, VERY TOUGH SCENARIO.

THANK YOU. TRUSTEE BAKER.

GOOD AFTERNOON AND THANK YOU SO MUCH FOR YOUR PRESENTATION.

A FEW QUESTIONS HERE IF I CAN GET THEM ALL IN 2 MINUTES.

IS THERE ANY REASON WHY WE HAVEN'T SEEN THE THE BUDGET YET.

JUST TAG ALONG WHAT SUE ASKED FOR EARLIER.

I THINK EVERYTHING THAT WE'VE DONE HAS BEEN IN PREPARATION FOR THE BUDGET.

WE HAVE THE NUMBERS, WE'LL PROVIDE THOSE NUMBERS IN THE NEXT WEEK.

JUST A HOLISTIC VIEW, I THINK, IS WHAT TRUSTEE DEIGAARD IS SPEAKING TO.

SO AM I. AND BEING THAT THE PUA IS SLATED TO STAY THE SAME FOR PRINCIPALS WHO ARE NOT GOOD STEWARDS EVEN AFTER THE TRAINING. WHAT IS YOUR PLAN TO YOU KNOW FOR THEM WHEN YOU.

WHEN YOU SAY NOT GOOD STEWARDS IN TERMS OF WHAT YOU MEAN? BECAUSE SOME SOME PRINCIPALS, I UNDERSTAND, ARE REAL GOOD AT, YOU KNOW, BALANCING THEIR BUDGETS AND DOING THEIR HIRING SOME OR NOT.

[00:30:01]

AND YOU'RE GOING TO PROVIDE SOME TRAINING.

I UNDERSTAND WITH YOUR ADMINISTRATION, FOR THOSE WHO STILL DON'T CATCH ON, WHAT IS YOUR PLAN? ACCOUNTABILITY IS ACCOUNTABILITY.

WE WANT TO WE WANT TO MAKE CERTAIN THAT WE PROVIDE SUPPORT FIRST, BUT WE'LL PROVIDE WHATEVER SUPPORTS THAT WE NEED TO.

BUT IF THERE'S GROSS NEGLIGENCE THAT I THINK I HEAR YOU SPEAKING TO, I THINK THERE'S A LEVEL AND A PROCESS THAT WE GO THROUGH TO ENSURE THAT THAT DOES NOT OCCUR AT A CAMPUS ONE WAY OR THE OTHER.

WHETHER THAT'S TAKING A LOOK AT THE CAPACITY OF THAT CAMPUS FROM AN ADMINISTRATIVE STANDPOINT OR ENSURING THAT WE HAVE THE KIND OF SUPPORTS FROM THE SCHOOL'S OFFICE OR THE FINANCE OFFICE TO MAKE CERTAIN THAT WE IMPROVE THE LEVEL OF FINANCIAL SUPPORT AND SECURITY ON THAT CAMPUS.

OKAY. AND WILL YOU PLEASE ADDRESS THE $300 MILLION SURPLUS THAT IS BEING SAID IN PUBLIC THAT IS OUT THERE? COULD YOU CLARIFY IF THAT'S TRUE OR NOT, IF THAT'S JUST.

TRIED TO DO THAT THREE TIMES? CHIEF REED, I'M GOING TO LET YOU SHARE A SHORT SNIPPET IN REFERENCE TO WHAT THAT MEANS.

ESSENTIALLY, WE WE OVER ESTIMATED IN PREVIOUS YEARS AND WHEN WE VERY WELL COULD HAVE UTILIZED SOME OF THOSE FUNDS.

SO IT'S A SAFE MEASURE IN SOME INSTANCES.

BUT WHEN WE HAVE MAJOR NEEDS OUT THERE, MY FOCUS AND EXPECTATION WOULD HAVE BEEN TO FOCUS ON SPENDING MORE OF THOSE DOLLARS ON THE FRONT END VERSUS SAVING THOSE DOLLARS.

CHIEF REED, ANY ADDITIONAL INSIGHTS YOU WANT TO SHARE? WELL, IT'S BASICALLY THAT OVER THE PAST SIX YEARS, WE'VE ADDED CLOSE TO $300 MILLION TO OUR FUND BALANCE.

IT'S NOT IT'S NOT NEW MONEY THAT JUST APPEARED IN 21-22.

BUT A BIG CHUNK OF THAT WAS IN 18-19.

DISTRICTS THAT WERE IN DISASTER ZONES GOT A ONE TIME INFLUX OF DOLLARS BECAUSE OF PROPERTY VALUE DECLINES.

SO WE WERE REALLY KIND OF SHOCKED.

THAT WAS $133 MILLION WITH NO STRINGS ATTACHED.

SO THAT'S ONE OF THE BIG INCREASES TO THAT, THE FUND BALANCE OVER THE PAST SIX YEARS.

WE DO ON OUR VACANCIES.

YOU ALL HAVE HEARD THIS MULTIPLE TIMES AND THOSE OF YOU BEEN ON THE BOARD, YOU'VE HEARD ME TALK ABOUT FALLOUT FOR YEARS.

I KNOW IT'S KIND OF A TERM SOMETIMES THAT'S NOT UNDERSTOOD.

BUT, YOU KNOW, WE'VE TALKED ABOUT FALLOUT AND WE'VE TALKED ABOUT THE FACT THAT WE HAVE A DEFICIT, BUT WE ARE GOING TO HAVE SOME FALLOUT FROM SALARIES AND SO FORTH.

SO THAT PIECE IS NOT NEW, BUT WHAT WE ARE LOOKING AT IS HOW WE BETTER BUDGET ON VACANCIES TO START UTILIZING THOSE DOLLARS GOING GOING FORWARD SO. BUT AGAIN THE BIGGEST CHUNK OF THE SUPERINTENDENT TALKED ABOUT REALLY IS THAT HURRICANE HARVEY FUNDS.

THANK YOU. THANK YOU.

AND WE JUST $60 MILLION CUT FOR CENTRAL OFFICES.

HOW COULD YOU ASSURE US THAT THAT MONEY WILL NOT AFFECT STUDENTS OR SCHOOL CAMPUSES? I CAN'T. OKAY.

AND THEN ALSO LAST QUESTION.

HOW DO YOU PLAN TO MOVE FORWARD WITH THE MAGNET PROGRAM EXPANSION? SO OF COURSE, AND I'LL LET CHIEF WATTS SHARE A LITTLE BIT INFORMATION IN CHIEF BIRD AROUND MAGNETS.

BUT OF COURSE, WE HAVE 21 CURRENT CAMPUSES AT THE SECONDARY LEVEL THAT DO NOT HAVE A MAGNET.

SO WE'RE GOING TO BE MOVING FORWARD OVER THE WEEKS AND MONTHS TO COME TO REALLY TAKE A YEAR AT EXAMINING MAGNETS, UTILIZE SOME OF OUR COORDINATORS TO DETERMINE WHAT'S GOING TO BE THE BEST COURSE FORWARD AT THOSE 21 CAMPUSES SO THAT WE CAN RIGHT SIZE OUR DISTRICT FROM.

AND REALLY, FROM AN EQUITY STANDPOINT, FROM A MAGNET STANDPOINT AROUND WHAT IT'S GOING TO LOOK LIKE FOR THE FUTURE.

ANY ADDITIONAL INSIGHTS.

I WOULD ADD IS THAT WE HAVE SET ASIDE AN ALLOCATION FOR THAT EXPANSION OF 21 CAMPUSES.

THANK YOU. TRUSTEE.

OKAY, SOME OF Y'ALL GOT IN.

NOW WE'RE OUT OF ORDER.

TRUSTEE WADE. THANK YOU, TRUSTEE CRUZ.

THANK YOU TO ALL THE STAFF FOR PROVIDING THIS INFORMATION.

MY QUICK QUESTION IS OR TWO QUESTIONS.

SO IF STATE LAW REQUIRES THAT WE HAVE FINE ARTS AND PHYSICAL EDUCATION, WHAT HAVE WE BEEN DOING TO MAKE SURE THAT THOSE CONFIRMED THE AUDITS THAT THE SCHOOLS CURRENTLY HAVE THOSE POSITIONS FILLED? SO WHAT I HEAR YOU SAYING IS THAT FROM AN ACCOUNTABILITY STANDPOINT, HAVE WE MADE CERTAIN THAT THOSE REQUIREMENTS EXIST? AND I CAN'T SPEAK TO WHAT WE'VE DONE IN THE PAST.

I CAN GET SOME INSIGHT AND REFERENCE TO HOW THAT WAS TRACKED AND WHAT SCHOOLS HAD WHAT, BUT I CAN'T SPEAK TO EXACTLY HOW THAT WAS TRACKED IN THE PAST.

I JUST HEAR OFTEN THAT THOSE THOSE ESPECIALLY IN THE ART TEACHERS, AREN'T NECESSARILY FILLED.

AND SO I JUST WANT TO MAKE SURE THERE'S, YOU KNOW, IF WE'RE GOING TO BE DOING THIS, THAT THERE'S ACCOUNTABILITY ON THAT.

[00:35:07]

ON TOP OF THAT, THEN HOW WILL WE AUDIT THE SCHOOLS IF WE HAVE A LIBRARIAN, NURSE, COUNSELOR? WHAT IF THERE'S VACANCIES? HOW LONG WILL IT TAKE UNTIL THEY IF THERE'S SOME KIND OF WHAT'S THE TRACKING GOING TO BE TO MAKE SURE THAT THEIR THOSE POSITIONS ARE.

AVAILABLE THAT THEY'RE THERE.

AND OF COURSE, OUR TALENT OFFICE WILL WORK VERY CLOSELY ON THE SOURCING SIDE TO ENSURE THAT ANY AND ALL APPLICANTS THAT APPLY.

OF COURSE, THE IDEA OF ATTRACTING, RETAINING AND LOOKING FOR THE BEST AND BRIGHTEST WILL HAPPEN AT THE DISTRICT LEVEL.

THE DISTRICT HOPES TO PROVIDE A POOL OF INDIVIDUALS AND APPLICANTS THAT PRINCIPALS CAN LOOK AT TO POSSIBLY HIRE.

SO WE DEFINITELY WANT TO WORK WITH SCHOOLS IN THE PROCESS TO ENSURE THAT WE ARE VALUE ADDED.

AND IN TERMS OF WHAT THAT LOOKS LIKE.

AND THEN IF A CURRENT SCHOOL HAS A PERSON THAT IS, SAY, MANAGING A LIBRARY AND POSSIBLY ALSO TEACHING SOME CLASSES AS WELL, WOULD THAT PARTICULAR POSITION COUNT AS A LIBRARIAN? SO THESE ALLOCATIONS ARE FULL ALLOCATIONS.

THE EXPECTATION WOULD BE THAT THE LIBRARIAN OR MEDIA SPECIALISTS NOT NECESSARILY BE SHARED OR HALF TIME THE EXPECTATION OF THOSE ARE FULL TIME ALLOCATIONS.

OKAY. OKAY.

ALL RIGHT. SO THEN I KNOW YOU'RE THERE'S A LOT OF TALK ABOUT HOW TO ATTRACT KIDS TO THE DISTRICT.

HOW ARE YOU PLANNING TO MAYBE THEY KIND OF GO HAND IN HAND, BUT KEEP FAMILIES IN THE DISTRICT? IT GOES BACK TO, YOU KNOW, THE THE OVERALL EXPERIENCE OF OUR OF OUR FAMILIES.

WE WANT TO MAKE SURE THAT WE WE, FIRST OF ALL, ATTRACT THEM WITH WITH THE KIND OF PROGRAMS AND QUALITY AND CURRICULUM THAT WE KNOW THAT PARENTS ARE LOOKING FOR.

AND THEN ON TOP OF THAT, IT'S ENSURING THAT, YOU KNOW, THROUGH OUR SYSTEM OF GREAT SCHOOLS ACCOUNTABILITY SYSTEM, THAT WE ENSURE THAT WE'RE LOOKING AT THE DIFFERENT THINGS BECAUSE THERE IS GOING TO BE A COMPONENT HERE THAT ALLOWS FOR US TO TAKE A CLOSE LOOK AT STUDENT AND COMMUNITY EXPERIENCE.

SO WE'RE LOOKING AT LOOKING FORWARD TO DEVELOP, DEVELOPING THAT ALONG THE WAY AS WELL.

SO ON THAT NOTE, WHAT WILL BE THE PUBLIC FACE OF TRYING TO ACKNOWLEDGE KEEPING UP THE PUBLIC FACE OF WHAT WE ARE DOING IN A CONSTANT POSITIVE? IN THE COMMUNICATION FROM THE DISTRICT.

WE NEED TO BE MAKING SURE AND I WANT TO GIVE YOU THAT.

LET ME FORGET IT. I'M MOVING ON.

I'VE GOT REPHRASE HOW I SAY IT.

TRUSTEE SANTOS.

THANK YOU. PRESIDENT CRUZ SUPERINTENDENT HOUSE FOR YOUR PRESENTATION.

WHAT ARE THE PARAMETERS AROUND THE $12.9 MILLION IN ESSER FUNDS FOR TITLE ONE CAMPUSES? HOW WILL THEY BE ABLE TO SPEND IT? SURE. CHIEF REED, DO YOU WANT TO SHARE A LITTLE INSIGHT THERE? SO SINCE IT'S TITLE ONE DOLLARS, IT WILL HAVE TO FOLLOW TITLE ONE GUIDELINES.

SO THEY JUST HAVE TO FOLLOW THE RULES FOR FOR TITLE ONE EXPENDITURES.

OKAY. [INAUDIBLE] SAY THAT ONE MORE TIME.

TRUSTEE SANTOS. YOU KIND OF WENT OUT THE $10 MILLION FOR THE TRANSFORMATIVE SCHOOLS.

WILL THEIR BUDGETS BE DICTATED? THE $10 MILLION FOR TRANSFORMATION SCHOOLS, I THINK, SHE SAID.

WILL THEIR BUDGETS BE DICTATED? AND IF I MAY SUPERINTENDENT HOUSE.

JUST TO CLARIFY THAT $10 MILLION IS NOT SPECIFIC TO ONLY THE TRANSFORMATION SCHOOLS AS WE SHARED IT IN THE LAST WORKSHOP.

IT'S TO OUR TIER ONE CAMPUSES.

SO IT'S THE THIRD TIER OF SCHOOLS THAT'S APPROXIMATELY 70 SOMETHING SCHOOLS THAT RECEIVE IT, BUT THEY RECEIVE THE FUNDS AND THEY CAN USE IT, AS CHIEF REED INDICATED, IN ANY WAY CONSISTENT WITH THE FEDERAL GUIDELINES AROUND TITLE FUNDING.

CORRECT. [INAUDIBLE] A BREAKDOWN OF EACH TRUSTEE SCHOOL TRUSTEES, SCHOOLS IN REFERENCE TO.

I'LL PUT IT IN THE Q&A.

CAN YOU DEFINE THE HB 4545 TUTORIALS? IS THIS JUST STAAR REMEDIATION? [INAUDIBLE] CAN YOU STATE YOUR QUESTION ONE MORE TIME? HB 4545 [INAUDIBLE] OH IS IT JUST STAAR REMEDIATION? NO, IT'S NOT.

SO THEY CAN USE THOSE FUNDS FOR MUSIC, ART, THEATER, DANCE BAND TUTORIALS?

[00:40:01]

NO, IT'S IT'S NOT A FREE FOR ALL IN TERMS OF THE SPENDING.

PAM, YOU WANT TO SHARE A LITTLE, LITTLE INSIGHT OR DR.

CRUZ SHARE A LITTLE INSIGHT IN REFERENCE TO.

I'M HAPPY TO. IT'S FOR ANY ACADEMIC TUTORIALS THAT STUDENTS MIGHT NEED, EVEN THOUGH THESE, YOU KNOW, THE FINE ARTS HELPS BOOST TEST SCORES.

WELL, I DO WANT TO STRESS, WE DO HAVE ESSER FUNDING SET ASIDE FOR FINE ARTS PROGRAMING.

SO THERE IS A SEPARATE BUCKET THAT'S NOT REFLECTED HERE, THAT IS FOR FINE ARTS PROGRAMING.

AND AGAIN, THE SCHOOLS ALSO HAVE THE FULL DISCRETIONARY ALLOTMENTS, WHICH THEY COULD USE FROM FINE ARTS OR ENRICHMENT OR ANY ANYTHING THAT THEY REALLY ESSENTIALLY WOULD LIKE TO USE THE FUNDS FOR. BUT FOR HOUSE BILL 45, IT IS RESTRICTED TO ACADEMIC TUTORIALS.

RIGHT. AND WHAT ARE WE HELPING DO TO RELEASE TEACHER BURNOUT? TEACHERS ARE TUTORING BEFORE SCHOOL, DURING LUNCH, AFTER SCHOOL, AND THEY HAVE SO MUCH ADDED PAPERWORK WITH HB 4545 TUTORIALS.

WHAT GOOD ARE ALL THIS TUTORING WHEN BOTH STUDENTS AND TEACHERS ARE BURNED OUT DOING PROCESS OF ELIMINATION WITH THESE STAAR REMEDIATION? I THINK A PART OF WHAT WE TRIED TO DO ON THE FRONT END IS IS REALLY MAKE IT FRUITFUL FOR TEACHERS.

SO WE WE INCREASED THE THE PAY FOR TUTORIALS.

I BELIEVE BY WE MAY HAVE DOUBLED IT BY $25.

I THINK IT'S CURRENTLY ABOUT $50.

AND OF COURSE, WE, YOU KNOW, THROUGH OUR TALENT OFFICE THERE SEVERAL DIFFERENT THINGS THAT WE WANT TO WORK THROUGH TO ENSURE THAT WE KEEP THE LEVEL OF INTEREST FOR OUR TEACHERS AT A LEVEL THAT THAT ALLOWS THEM TO TO WANT TO CONTINUE TO DO THE WORK AT A HIGH LEVEL.

BUT A LOT OF WHAT HAPPENS MATTERS AT THE CAMPUS LEVEL AS WELL.

SO MAKING SURE THAT THE CULTURE AT THE CAMPUS LEVEL IS A STRONG CULTURE AND ENSURING THAT ADMINISTRATION WORKS CLOSELY WITH TEACHERS TO ENSURE THAT THEY WORK TOGETHER AS A TEAM AND HAVE THAT COLLEGIAL SUPPORT TO MOVE FORWARD AND DO WHAT'S NECESSARY TO RELIEVE EACH OTHER, TO SUPPORT EACH OTHER ON A DAILY BASIS.

LOOKING AT SLIDE 515, IF YOU WERE TO CONTINUE WITH THE STRATEGIC INCREASES IN COMPENSATION.

AND ONCE ESSER INDIRECT FUNDS END, WE WOULD HAVE A DEFICIT OF 250 MILLION IN THE FISCAL YEAR 24 25.

AT THAT POINT, THE AVAILABLE FUND BALANCE WOULD BE MOSTLY DEPLETED.

HOW MUCH SAVINGS CAN THE STRATEGIES ON SLIDE 20 REALISTICALLY GENERATE? FOR INSTANCE, IF TWO SCHOOLS OF 400 ARE RECONFIGURED INTO ONE SCHOOL OF 1000, THE PUA COST WOULD STILL BE THE SAME.

SO SAVINGS WOULD HAVE TO COME FROM THE [INAUDIBLE] SCHOOL SUBSIDY AND FROM DECREASED FACILITIES COST.

IT WAS A VERY LONG QUESTION.

WAS SO THESE ARE JUST SUGGESTED STRATEGIES.

THERE MAY BE MORE.

THERE MAY BE LESS.

THE WHOLE IDEA TRUSTEE SANTOS IS TO DO SOMETHING.

I THINK FOR TOO LONG WE HAVEN'T DONE ANYTHING.

SO WE WANT AND WE TALKED ABOUT THIS EXTENSIVELY, WHETHER WE WANTED TO PROVIDE TRUSTEES WITH THE SPECIFIC DATE THAT WE WANTED TO GET THE DEFICIT ERADICATED.

BUT THAT'S REALLY DIFFICULT TO SAY, QUITE FRANKLY.

BUT WE CAN SAY IS THAT WE ARE WILLING TO AGGRESSIVELY WORK ON IT AND DO WHAT'S NECESSARY OVER THE COURSE OF THIS STRATEGIC PLAN TO DO OUR BEST TO ERADICATE AS MUCH, IF NOT ALL, OF THE DEFICIT THAT WE HAVE.

SO CAN YOU GIVE ME A BALLPARK FIGURE ON HOW MUCH SAVINGS ON [INAUDIBLE] WOULD THAT BE FOR SLIDE 20, JUST BALLPARKING? I CAN'T. I CAN'T.

WE HAVEN'T PUT DOLLARS TO IT.

THESE ARE JUST STRATEGIES.

OKAY. THANK YOU. THOSE ARE ALL MY QUESTIONS FOR NOW.

SURE. TRUSTEE HERNANDEZ.

THANK YOU, MR. SUPERINTENDENT, AND THANK YOU, EVERYONE WHO HAS WORKED ON THE PRESENTATION.

I WANT TO SAY I ECHO MY COLLEAGUES IN WANTING TO SEE THE FULL BUDGET.

AND BEFORE I START MY QUESTIONS, I WANT TO CLARIFY SOMETHING.

THE CAMPUS BUDGETS THAT HAVE BEEN PROVIDED ONLINE WILL THOSE BE TWEAKED TO ALIGN TO HOW THE CAMPUS BUDGETS ARE PRESENTED IN THE BOARD BOOK? THE BUDGET BOOK, I MEAN. SO WHAT'S IN THE BUDGET BOOK AND ACTUALLY, IF YOU ON THOSE BUDGET BOOK PAGES, IF YOU LOOK AT THE BOTTOM OF THE PAGE, IT ACTUALLY SAYS THAT CAMPUSES BALANCE THEIR BUDGETS ON AVERAGE SALARIES.

AND THEN BUT WE BUDGET THE REAL ACTUAL SALARIES AND BENEFITS.

SO THERE'S GOING TO BE A DIFFERENCE BETWEEN WHAT YOU SEE ON THOSE ALLOCATION SHEETS.

MM HMM. SO ONCE WE PUT THE NEW BUDGET BOOK OUT THIS FALL, YOU'LL HAVE THEN THAT COMPARISON BETWEEN THE TWO YEARS.

OK OK. AND OTHER THAN CUTTING THE PUA I THINK EVERYBODY ON THIS BOARD WANTS TO UNDERSTAND WHAT OTHER

[00:45:10]

STRATEGIES ARE AVAILABLE.

IS THERE A LIST THAT YOU CAN PROVIDE US WITH SOME NUMBERS IN ORDER TO MAKE SURE THAT WE'RE MAINTAINING THE DISTRICT? SO ON SLIDE 20, IT'S NOT A LIST WITH SPECIFIC DOLLARS, BUT THIS IS A LIST WITH SPECIFIC STRATEGIES THAT YOU SEE AS DISTRICTS TRY TO REDUCE COSTS.

THIS IS NOT, OF COURSE, AN EXHAUSTIVE LIST THAT WE KNOW THAT WE WILL USE, BUT WE KNOW FOR A FACT THESE ARE SOME OF THE THINGS THAT WE HAVE TO LOOK AT. IS ADDING PROJECTED COST SAVINGS TO THIS LIST, SOMETHING THAT Y'ALL WOULD BE ABLE TO PROVIDE? ADDING PROJECTED COST SAVINGS FROM? RIGHT.

IF THIS IS A LIST OF COST SAVING STRATEGIES, WOULD YOU BE ABLE TO PROVIDE THE ACTUAL AMOUNT DOLLAR AMOUNT? EVENTUALLY THAT'S THE IDEA.

BUT I THINK WE HAVE TO GO THROUGH A PROCESS FIRST IN REFERENCE TO AND THAT'S WHAT I'VE TALKED ABOUT TAKING NEXT YEAR TO DETERMINE WHICH STRATEGIES, TAKING NEXT YEAR TO DETERMINE WHETHER IT'S GOING TO BE A CONSOLIDATION, TAKING NEXT YEAR TO DETERMINE WHICH STRATEGY THAT WE'RE GOING TO LEAN ON HEAVIER THAN THE OTHERS.

SO THAT'S A PART OF WHAT WE WANT TO DO OVER THE COURSE OF THE NEXT YEAR.

RIGHT NOW, WE CAN'T PUT A MONETIZED DOLLAR AMOUNT ON WHAT THAT LOOKS LIKE, BUT WE CAN SAY HERE IS THAT WE'VE GOT TO LOOK AT EVERYTHING AND THESE ARE SOME OF THOSE THINGS THAT WE'RE GOING TO BE FOCUSING ON.

OK.

ON SLIDE FOUR, WHAT ARE SOME OF THE ALIGNED AND STRENGTHENED ACCOUNTABILITY STRATEGIES THAT WILL BE USED? HOW WILL THOSE AFFECT CAMPUSES AND HOW WILL THAT AFFECT STUDENTS THAT NEED THE MOST HELP? CHIEF OR DEPUTY CRUZ [INAUDIBLE].

SO THIS IS THE VERY EXCITING WORK.

AS PART OF THE SYSTEM FOR GREAT SCHOOLS, WE GET THE OPPORTUNITY TO WORK IN COLLABORATION WITH COMMUNITY, IN COLLABORATION WITH STUDENTS, IN COLLABORATION WITH SCHOOL LEADERS TO IDENTIFY, TO START OFF BY DEVELOPING WHAT'S CALLED A SCHOOL PERFORMANCE FRAMEWORK.

AND ESSENTIALLY, THAT IS A LOCAL DETERMINATION OF WHAT WE WANT TO SEE IN OUR SCHOOLS.

HOW DO WE MEASURE? HOW DO WE DEFINE AND MEASURE SUCCESS? SO OF COURSE, WE LOOK AT THINGS LIKE ACADEMIC ACHIEVEMENT, ON THINGS SUCH AS STAAR OUR [INAUDIBLE] RATING, ETC.

BUT THE FLAVOR OF WHAT ELSE IS INCLUDED REALLY VARIES ON WHAT THE DISTRICT AND THE COMMUNITY WANTS.

SO IT COULD BE, FOR EXAMPLE, WE REALLY WANT TO VALUE STUDENT EXPERIENCE AND WE WANT TO MEASURE THAT.

WE WANT TO ACTUALLY SURVEY STUDENTS AND SEE HOW THEIR EXPERIENCE IS.

WE WANT TO SEE HOW INVOLVED FAMILIES ARE AT SCHOOLS.

WE WANT TO SEE ACCESS, WHAT KIND OF ACCESS THERE IS TO EXTRACURRICULAR ACTIVITIES OR FINE ARTS.

SO YOU REALLY DEVELOP A FRAMEWORK AROUND WHAT SCHOOL LEVEL SUCCESS LOOKS LIKE.

AND ONCE YOU'VE DONE THAT, THEN YOU CREATE ALIGNED ACCOUNTABILITY SO THAT YOU CAN ACTUALLY MEASURE IT AND MAKE THAT PUBLICLY TRANSPARENT SO THE COMMUNITY CAN COME IN AND SAY, IN ANY GIVEN SCHOOL, HOW ARE THEY DOING ON THESE THINGS THAT WE VALUE THAT WE WANT? AND THEN YOU CONNECT THAT, OF COURSE, TO ACCOUNTABILITY ACROSS ALL LEVELS.

SO IT COULD BE EVERYTHING FROM THE PRINCIPAL LEVEL, TEACHER LEVELS, PRINCIPAL SUPERVISOR, ALL THE WAY UP TO THE VERY TOP.

RIGHT. AND EVERYTHING IS ALIGNED, OF COURSE, TO THE BOARD GOALS, BUT IT'S A DIFFERENT WAY OF KIND OF BEING MORE NUANCED IN HOW WE DEFINE AND MEASURE SUCCESS AND THEN HOW WE CREATE THOSE ACCOUNTABILITY SYSTEMS AND AS WELL AS A TIERED AUTONOMY FRAMEWORK.

HOW DO WE OPERATIONALIZE THAT.

SO THAT IF SCHOOLS ARE DOING WELL ON THOSE DIFFERENT CRITERIA, THEN SOME SCHOOLS HAVE MORE AUTONOMY BASED ON HOW THEY'RE DOING WITH REGARD TO WHAT THE COMMUNITY VALUES AND WANTS TO SEE IN SCHOOLS. SO THE ALIGNED ACCOUNTABILITY IS STILL VERY CAMPUS BASED AND NOT DISTRICT BASED? NO, IT GOES IT GOES ALL ACROSS THE BOARD, BUT IT STARTS AT.

RIGHT, OF COURSE, THE VISION IS WHAT DO WE WANT TO SEE IN SCHOOLS? AND THEN WHAT ROLE DOES EVERYONE PLAY WITH REGARD TO THAT? RIGHT. BECAUSE IT'S EVERYONE PLAYS A ROLE IN MAKING SURE THAT SCHOOLS ARE PROPERLY SUPPORTED.

AND SO THE ACCOUNTABILITY IS HERE IN CENTRAL OFFICE.

IT'S AT THE CAMPUS LEVEL, IT'S IN THE CLASSROOM LEVEL.

IT'S MAKING SURE THAT WE'RE ALL WORKING TOWARDS MAKING OUR SCHOOLS THE KINDS OF PLACES THAT WE WANT TO SEE FOR OUR STUDENTS.

ON SLIDE 6, AND I ASKED THIS QUESTION LAST TIME, BUT I'M STILL KIND OF CONFUSED ON IT.

SO IT SAYS THERE WILL BE AN INCREASE IN DISCRETIONARY TITLE ONE FUNDING.

SO FROM MY QUESTION LAST TIME, TITLE ONE FUNDS COME FROM THE FORMULA DOESN'T COME FROM US.

RIGHT? SO HOW ARE YOU GETTING THIS EXTRA $10 MILLION DOLLARS GOING TO HIGH SCHOOLS? IT'S THE FEDERAL GOVERNMENT. AND I'LL ASK PAM TO COME UP AND SHARE SOME ADDITIONAL INSIGHTS.

SO MY QUESTION IS MORE HOW IS THAT FORMULA CREATED TO GO TO HIGH SCHOOLS AND NOT TO OTHER ELEMENTARY AND MIDDLE SCHOOLS.

SO WE HAVE TO RANK THE CAMPUSES.

WAIT, I'M LIKE, I READ THAT COMPLETELY WRONG.

OK.

THAT MAKES A LOT MORE SENSE NOW.

[00:50:02]

MY NEXT QUESTION, I GUESS IS FOR SLIDE 7.

THERE'S SOME CAMPUSES THAT DON'T WANT A COUNSELOR BECAUSE THEY ARE VERY, VERY SMALL.

IS THERE ANY FLEXIBILITY IN THAT IF, LET'S SAY THEY ARE A MIDDLE SCHOOL ATTACHED TO A ELEMENTARY SCHOOL? SO WE BELIEVE THAT THE FUNCTIONALITY OF A COUNSELOR IS NEEDED WHEREVER WE HAVE CHILDREN.

AND THAT'S ONE OF THE REASONS WHY THIS EXISTS.

SO WE FEEL THAT, ESPECIALLY IN THIS DAY AND AGE OF THE SOCIAL AND EMOTIONAL WELL-BEING SUPPORTS THAT ARE NEEDED AT CAMPUSES, IT'S A MAJOR NEED.

I AGREE. BUT IF THERE'S A VERY SMALL CAMPUS VERSUS A VERY LARGE CAMPUS AND THEY BOTH HAVE ONE COUNSELOR, HOW ARE WE MAKING SURE THAT THAT'S EQUITABLE? RIGHT VERSUS SOME CAMPUSES MAY HAVE 1 TO 200, THE RATIO VERSUS 1 TO 400.

MM HMM. SO IT'S A BIGGER IT'S REALLY A BIGGER CONVERSATION.

OF COURSE, THERE ARE A LOT OF SUPPORTS ON TOP OF THE PUA THAT WE HAVE BAKED INTO WHAT YOU'VE SEEN HERE TODAY.

AND A LOT OF THAT FLEXIBILITY WILL ALLOW FOR SCHOOLS TO NOT BE IN THIS SCENARIO TO WORRY ABOUT SHORTING THEMSELVES OR SHORTING THEIR CHILDREN FROM SOME OF THE ESSENTIAL COMPONENTS THAT WE KNOW SCHOOLS WILL NEED.

AND THAT'S WHY THESE THREE NEW BUCKETS THAT WE HAVEN'T SEEN IN THE PAST ARE IN PLACE.

DID I MISS ANYONE ELSE FOR ROUND ONE? OKAY. SO I'M GOING TO ASK MY QUESTIONS.

ALL RIGHT. SO ON THE Q&A FOR THE RESPONSES THAT WE JUST GOT, I WAS LOOKING AT THE PERCENTAGE THAT SCHOOLS RECEIVE.

SO IN 2016, 17 SCHOOLS RECEIVED 58% OF THE OPERATING BUDGET.

2017, 18, 53%.

2018, 19 53%, AND IT LOOKS LIKE OUR RECAPTURE WENT UP AND THAT CUT MOSTLY WENT TO SCHOOLS TO PAY THAT RECAPTURE FROM LOOKING AT THE CHARTS.

2019-20, WE WENT UP BACK UP TO 60% AT SCHOOLS RECAPTURE WAS ZERO 2020-2021, 60% RECAPTURE WAS A MINIMAL AMOUNT COMPARED TO OTHER YEARS.

2021-2022 SCHOOLS RECEIVED 53% AND RECAPTURE WAS BACK AT 10%.

SO. LOOKING AT DEPARTMENTS AND DISTRICT WIDE THIS IS 37% OF THE BUDGET AND I RECOGNIZE 60 MILLION IS MORE THAN WE'VE CUT CENTRAL OFFICE IN QUITE SOME TIME.

BUT THAT IS ACTUALLY ONLY 5% OF THE TOTAL OPERATING BUDGET GOING ON.

WHAT OUR CURRENT FISCAL YEAR IS ON THAT CHART.

I'M DOING THE MATH.

CORRECT ME IF I'M WRONG.

I'VE DONE THE MATH. OK.

SO WHEN WE TALK ABOUT CUTTING THE PUA AND I KNOW WE'RE NOT CUTTING IT THIS YEAR, BUT THE CONVERSATION COULD STILL BE HAD IN FUTURE YEARS.

I WANT TO SEE CUTS EVERYWHERE ELSE AND SIGNIFICANT CUTS BEFORE WE EVEN TALK ABOUT CUTTING THE PUA.

SO I ECHO MY COLLEAGUES IN TERMS OF SLIDE 20 AND HAVING SOME, EVEN IF THEY'RE JUST PROJECTIONS, WHAT THOSE COST SAVINGS COULD ACTUALLY BE, I THINK IS IMPORTANT.

WE'RE CURRENTLY WORKING ON THOSE AS WE SPEAK.

I THINK WE SHOULD PROBABLY HAVE THOSE ALIGNED, DR.

CRUZ BY OK SO WE COULD GET SOME BALLPARK FIGURES.

THAT WOULD BE GREAT TO HAVE.

I AM REALLY EXCITED ABOUT THE SCHOOL PERFORMANCE FRAMEWORK, SO REALLY LOOKING FORWARD TO THOSE CONVERSATIONS AS WELL.

I ALSO HAD A QUESTION ABOUT THE SALARIES AND LIKE THE DISCREPANCY BETWEEN THE BUDGET BOOK AND THE PROJECTIONS IS WHAT IT SOUNDS LIKE.

SO THE BUDGET IS BASED ON ACTUAL [INAUDIBLE] ACTUAL SALARIES, BUT THEN IT'S AVERAGE SALARIES.

WHY THE DIFFERENCE IS THAT SOMETHING THAT'S IN POLICIES, THAT'S STATE STATUTE? CHIEF REED.

SO I MEAN, THIS IS REALLY GOES BACK TO SINCE WE BEGAN DECENTRALIZATION [INAUDIBLE] WITH THE PUA PROGRAM, BUT WHEN WE RELEASE BUDGETS OR ALLOCATIONS TO OUR SCHOOLS, TO OUR PRINCIPALS, WHENEVER THEY PURCHASE POSITIONS OR THEY CLOSE POSITIONS, THEN THEY JUST PAY THE AVERAGE, THE DISTRICT'S AVERAGE SALARY FOR THAT POSITION.

OK. BUT WHEN WE ACTUALLY LOAD BUDGETS IN OUR FINANCIAL SYSTEM, WE'RE LOADING THE REAL SALARY OF THAT TEACHER OR THAT AP OR THAT CLERK. AND WE ALSO DON'T MAKE THEM PAY THE BENEFITS.

[00:55:02]

RIGHT. SO THAT AVERAGE SALARY, THEY'RE JUST PAYING JUST THE AVERAGE SALARY OF THE POSITION, NOT WITH BENEFITS.

SO WHAT YOU SEE ON THAT ON THAT BUDGET BOOK PAGE IS THE TRUE COST, RIGHT? SO IF YOU SEE ON THAT PAGE THAT THEIR ALLOCATION IS $6 MILLION DOLLARS, BUT YOU SEE IN THEIR TOTAL RESOURCE ALLOCATION, IT'S SIX AND A HALF OR SEVEN, THEN THAT TELLS YOU THAT THAT OVERALL THAT COST IS HIGHER, OF COURSE, THAN WHAT WAS ALLOCATED FOR THEM TO BUDGET, TO.

SO THAT'S THE DIFFERENCE BETWEEN THAT DIFFERENCE BETWEEN THE TWO IS AVERAGE VERSUS ACTUAL AND THE FACT THEY DO NOT PAY FOR BENEFITS OUT OF THEIR ALLOCATION.

AND I ASKED THAT QUESTION, AND I GUESS MY CONCERN IS BECAUSE TYPICALLY OUR HIGHER POVERTY SCHOOLS HAVE A HIGHER TURNOVER.

SO TEACHERS WITH LESS EXPERIENCE.

RIGHT. SO DOES THAT AFFECT.

THAT'S JUST MY WONDERING.

SO THANK YOU.

TRUSTEE DEIGAARD.

YEAH. OKAY. GET YOUR PENS READY.

INCLUDING YOU, MR. SERRANO FROM THE CHRONICLE.

SINCE 2016, THE BUDGET FOR DEPARTMENTS HAS GONE UP BY $148 MILLION DOLLARS AND DISTRICT WIDE HAS GONE UP BY $48 MILLION DOLLARS.

IT'S A TOTAL OF $197 MILLION DOLLARS.

JUST SINCE LAST YEAR, DEPARTMENTS HAVE GONE UP BY $25 MILLION DOLLARS.

DISTRICT WIDE HAS GONE UP BY $2 MILLION DOLLARS, AND WE CUT $52 MILLION DOLLARS TO CAMPUSES.

THAT IS ON AVERAGE.

AND I GET THAT THE MATH DOESN'T WORK EXACTLY THIS WAY BECAUSE DIFFERENT SCHOOLS ARE DIFFERENT SIZES.

IT'S $185,000 PER SCHOOL.

SO I'M GOING TO BE REALLY, REALLY CLEAR BECAUSE I'M VERY UPSET ABOUT THIS.

I AM NOT WILLING TO ENTERTAIN A SINGLE CONVERSATION ABOUT CUTTING MONEY TO SCHOOLS WITHOUT EVIDENCE THAT THAT $197 MILLION DOLLARS, WHICH I RECOGNIZED 60, WILL BE TAKEN AWAY THIS YEAR, THAT THOSE DOLLARS ARE ACHIEVING A GREATER ROI TOWARDS THOSE FOUR BOARD GOALS OVER ANY EXPENDITURES ON CAMPUSES.

IF THAT EVIDENCE CAN BE DEMONSTRATED TO ME, I'LL HAVE THE CONVERSATION.

BUT THIS IS REALLY PROBLEMATIC TO ME THAT WE HAVE BEEN STARVING OUR CAMPUSES.

WHAT I WANT TO WHAT I WANT TO INDICATE AND I DON'T HAVE THE SLIDE IN FRONT OF ME, BUT THIS IS SOMETHING THAT WE TALKED ABOUT IN OUR LAST COUPLE OF BUDGET WORKSHOPS, BECAUSE SOME OF THOSE DOLLARS, FROM WHAT I GATHERED WERE REQUESTS.

AND DR. CRUZ, WILL YOU SHARE A LITTLE INSIGHT IN REFERENCE TO AND SOME OF IT WAS SPECIAL EDUCATION, SOME OF IT WAS.

WE'LL SEE IF I CAN DIG IT UP.

YEAH, WE WERE REFERRING TO I MEAN, I THINK THERE WAS A DIFFERENT TIME WINDOW FROM WHAT TRUSTEE DEIGAARD JUST REFERENCED.

I THINK THE ONE THE DATA THAT WE SHOWED PREVIOUSLY AND THAT WE SHARED WITH TRUSTEES IS THAT 91 MILLION DOLLARS THAT WAS PREVIOUSLY REFERENCED.

AND ALMOST ALL OF THAT, IF YOU LOOK AT THE BREAKDOWN IT'S GOING TO SERVICE AND SUPPORT DIRECTLY FOR STUDENTS AND STAFF, IT'S NOT CENTRAL ADMINISTRATION.

SO I KNOW THAT FOR THE PRESENTATION THAT WE'RE PREPARING, THE NEXT PRESENTATION, WE'RE GOING TO BREAK DOWN ALL OF CENTRAL OFFICE EXPENDITURES SO EVERYONE HAS CLARITY AROUND WHERE THE MONEY IS GOING.

BUT I DO THINK IT'S WORTH EMPHASIZING THAT A GOOD BULK, A MAJORITY OF AT LEAST THOSE $91 MILLION DOLLARS, I'D HAVE TO GO BACK A LITTLE BIT FARTHER FOR THE DATES THAT YOU REFERENCED [INAUDIBLE] TRUSTEE DEIGAARD.

BUT OF THAT 91 MILLION AGAIN COVERS THINGS LIKE SPECIAL EDUCATION SERVICES FOR SCHOOLS AND JUST DIRECT SUPPORTS FOR SCHOOLS.

THE MINIMUM SALARY INCREASE THAT THE BOARD REQUESTED AND APPROVED FOR JANITORS, ETC.

SO IT'S A MAJORITY OF THOSE FUNDS AGAIN ARE GOING DIRECTLY TO SCHOOLS AND STUDENTS AND STAFF NOT NOT CENTRAL OFFICE EXPENDITURES.

I WANT TO SEE THE COMPARISON LIKE YOU'RE HELD ACCOUNTABLE TO THOSE BOARD GOALS IF THOSE THINGS ARE GETTING A GREATER ROI THAN WHAT PRINCIPALS ARE SPENDING ON THE CAMPUS, THAT'S ONE CONVERSATION.

IT'S ANOTHER THING TO JUST KEEP INCREASING IT.

AND THE FACT THAT WE'RE HAVING OUR KIDS ARE BEHIND, WE'VE LOST KIDS, YET CENTRAL OFFICE INCREASED.

BUT IN THIS DECREASE TO CAMPUSES IS AFTER YOU BAKE IN THE PUA INCREASE FOR TEACHER RAISES SO I'M JUST YEAH. ANYWAY SO QUESTION I HAVE A FOLLOW UP TO Q&A ATTENDANCE, A 1% INCREASE IN ATTENDANCE BACK OF THE ENVELOPE, CONSERVATIVE MATH IS ABOUT $12 MILLION DOLLARS.

WHY ARE WE NOT FOCUSING ANY EFFORTS ON INCREASING ATTENDANCE? I THINK THERE HAVE BEEN EFFORTS TO FOCUS ON LET ME JUST IN CASE YOU HAVEN'T, IT SAYS SPECIFICALLY THERE IS NOTHING IN THE STRATEGIC PLAN TO FOCUS ON INCREASING ATTENDANCE WAS THE RESPONSE TO MY QUESTION.

GOT IT. DR.

CRUZ, DO YOU MIND SHARING SOME OF THE INSIGHTS IN REFERENCE TO WHAT WE HAVE DONE? SURE I THINK IT'S A GREAT POINT.

I DON'T THINK THERE'S ANYTHING EXPLICIT THAT SAYS THIS IS WHAT WE'RE DOING TO INCREASE ATTENDANCE IN THE STRATEGIC PLAN.

I THINK THE OVERALL STRATEGIES THAT ARE CONTAINED THEREIN.

[01:00:01]

SO IMPROVING THE STUDENT EXPERIENCE, WE KNOW THAT, FOR EXAMPLE, WRAPAROUND SERVICES HAVE BEEN DEMONSTRATED TO BE VERY SUCCESSFUL IN ACTUALLY INCREASING ATTENDANCE FOR SOME OF OUR LOWER PERFORMING AND SOME OF OUR HIGHER NEEDS STUDENTS, INCREASING THE QUALITY OF EDUCATION WE BELIEVE IS GOING TO.

SO IT'S KIND OF EMBEDDED THROUGHOUT, BUT THERE ISN'T SOMETHING THAT SAYS THESE ARE THE DIRECT STRATEGIES.

WE'D BE HAPPY TO EXTRAPOLATE THAT AND KIND OF SHOW WHAT PORTIONS OF THE STRATEGIC PLAN WE BELIEVE WOULD INCREASE ATTENDANCE.

BUT THERE ISN'T A SECTION WITHIN THE PLAN THAT SAYS THIS IS WHAT WE'RE DOING TO ADDRESS ATTENDANCE EXPLICITLY.

I HAVE A FOLLOW UP TO THAT THIRD ROUND.

TRUSTEE GUIDRY.

TRUSTEE BAKER.

THANK YOU SO MUCH. JUST A FOLLOW UP QUESTION.

THIS IS A VERY ELABORATE YET COMPLICATED, SOPHISTICATED PLAN.

AND I JUST WANT TO ADD IT SAY THAT, YOU KNOW.

SAY ALL GOES WELL. RIGHT.

AND EVERYBODY'S SATISFIED AND TEACHERS ARE SATISFIED AND PARENTS AND PUBLIC.

DO YOU HAVE ANY TECHNOLOGIES IN PLACE, INCLUDING ALGORITHMS AND SO FORTH, TO DETECT IF WHETHER OR NOT YOUR PLAN IS GOING AS PLANNED? AND ALSO, DO YOU HAVE ANY FAILSAFE TECHNOLOGIES OR ARE USING ANY TECHNOLOGIES JUST IN CASE YOUR PLAN FALLS OFF TRACK, YOU KNOW, DOES NOT GO AS PLANNED ALONG THE WAY ONCE IT'S APPROVED AND MOVING FORWARD.

SO, TECHNOLOGIES.

YEAH, YOU KNOW, JUST TO MONITOR, TO KEEP UP WITH YOUR PLAN, MAKE SURE IT'S GOING AS PLANNED.

I DON'T KNOW THAT THERE'S A SPECIFIC TECHNOLOGY PIECE IN PLACE TO TRACK THE PLAN.

I THINK YOU MAY BE SPEAKING OF KIND OF THE PROGRESS MONITORING THAT WILL OCCUR OVER THE COURSE OF TIME AND THE ALIGNMENT WITH OUR GOALS AND RESTRAINTS THAT'S A PART OF THE WORK THAT WE'RE DOING OR WHETHER YOU'RE TALKING ABOUT SPECIFIC PROGRAMS THAT WE WE UTILIZE AT DIFFERENT SCHOOLS OR THE CURRICULUM IN ITSELF AND THE ASSESSMENT THAT GOES ALONG WITH THE CURRICULUM ALONG THE WAY.

THAT'S ONE OF THE MAJOR INDICATORS AROUND WHETHER STUDENT LEARNING IS HAPPENING OVER THE COURSE OF TIME.

THERE WAS A BROAD QUESTION.

I JUST WANT TO KNOW WHETHER YOU'RE USING MOSTLY MANPOWER TO KEEP UP WITH IT OR ANY TECHNOLOGY TO KEEP UP WITH YOUR BUDGET.

MANPOWER, DEFINITELY.

THAT'S PART OF WHAT DR.

MATNEY'S DEPARTMENT IS IS ALL ABOUT IN OUR ASSESSMENT AND ACCOUNTABILITY.

BUT OF COURSE, THERE IS DATABASES AND TECHNOLOGY USED THERE.

DR. MATNEY, IS THERE ANY INSIGHT YOU WANT TO SHARE IN REFERENCE TO KIND OF WHAT YOU MIGHT SEE THAT ALIGNS TO MR. BAKER'S QUESTION? AND FOR THE SAKE OF PROPER TECHNOLOGY, I'M GOING TO SAY MANPOWER IS A STAFF POWER.

SURE. ABSOLUTELY. SO WE MONITOR THIS ONGOING.

ONE OF THE EXAMPLES IS, FOR EXAMPLE, USING OUR ESSER FUNDS FOR THE TUTORIALS LINKING AS WE'VE SHOWN YOU EARLIER, WE'RE DEVELOPING A DASHBOARD TO ACTUALLY LINK THE INPUTS OF THE ESSER DOLLARS TO THE OUTCOMES OF THE STUDENTS.

AND IN LOOKING AT THEIR RENAISSANCE SCORES, THEIR STAAR SCORES, AND WE DO THAT WITH VARIOUS PARTS OF THE STRATEGIC PLAN.

SO LOOKING AT HERE'S THE ITEM.

WHAT DO WE ANTICIPATE IS GOING TO BE THE OUTCOME? WHAT IS THE MEASUREMENT TOOL PUTTING ALL OF THAT TOGETHER SO THAT WE KNOW ON A TIMELINE WHEN ARE THOSE MEASUREMENT TOOLS AVAILABLE? IN SOME CASES, WE DO IT JUST ON A DOCUMENT.

IN OTHER CASES WE'RE LOOKING AT DASHBOARDS AND HOW THE END USER CAN ACCESS IT BETTER.

THAT'S EXACTLY WHAT I WAS ASKING AND MY LAST QUESTION IS DO YOU HAVE ANY FALLBACK PLANS IN PLACE JUST IN CASE SOME OF THESE PLANS DON'T GO AS PLANNED? SO FROM THE STANDPOINT OF IF WE ALONG THE WAY SEE WE'RE NOT GETTING THE OUTCOMES THAT WE'RE ANTICIPATING, THEN ABSOLUTELY.

ADMINISTRATIONS ALWAYS SHIFTING LOOKING AT THAT AND THEN FINDING OUT WHAT IT IS THAT DIDN'T GO AS PLANNED SO THAT WE CAN MAKE THOSE ADJUSTMENTS ALONG THE WAY.

WELL, MY FINAL COMMENT WAS THAT IS, IF YOU DO IN YOUR FALLBACK PLAN, I WANT TO DITTO MY COLLEAGUE SUE THAT I WOULD HOPE THAT ANY EXTRA MONIES WOULD NOT COME FROM THE STUDENTS OR PUA'S, BUT RATHER THE CENTRAL OFFICES INSTEAD.

THANK YOU VERY MUCH. THANK YOU, MA'AM.

TRUSTEE WADE. THANK YOU.

SO I WOULD LOVE TO SEE IF WE COULD GET THAT TEACHER ALLOCATION SLIDE FROM A COUPLE OF COMPENSATION PLAN BACK UP.

THE TEACHER ALLOCATION.

THE TEACHER COMPENSATION.

HOW MUCH IT'S GOING TO COST?

[01:05:02]

NO. Y'ALL HAD THAT SLIDE.

CAN WE PUT THAT SLIDE BACK UP? THAT WAS GOING TO SHOW THAT YEARLY? ON THIS PRESENTATION? NO, IT'S AN OLDER.

COULD WE FIND THAT? JUST CURIOUS.

DO YOU REMEMBER WHICH BUDGET WORKSHOP YOU'RE SPEAKING OF? IT WAS PROBABLY THE ONE BEFORE LAST.

AND NO HURRY. JUST WHENEVER YOU CAN.

I JUST WANT TO. AND THEN MOVING ON THE ESSER DASHBOARD.

I KNOW THAT WE KEEP TALKING ABOUT IT, BUT CAN WE EVEN GET ONE THAT SHOWS WHAT'S ALREADY BEEN SPENT? SO ESSER DASHBOARD IS SOMETHING THAT WE'VE CURRENTLY BEEN WORKING ON, VERY EXCITED.

ADRIAN IS NOT HERE WITH US TO PROVIDE, BUT AUGUST HAMILTON, I'D LIKE FOR YOU TO SHARE A LITTLE BIT OF INSIGHT AND IN REFERENCE TO WHERE WE ARE WITH THE DASHBOARD AT THIS POINT AT THIS TIME.

YES. THANK YOU TRUSTEE WADE.

SO WE ACTUALLY JUST SHOWED KIND OF A FINAL PROTOTYPE ON IT.

AND SO IT'S GOING TO SHOW EXACTLY WHAT'S BEEN ALLOCATED.

WHAT IS THE SPEND TO DATE BY PROJECT.

AND YOU'LL BE ABLE TO BREAK DOWN BY TRUSTEE DISTRICT AND YOU'LL BE ABLE TO SEE KIND OF WHAT THE SPEND IS.

AND WE'LL CONTINUE TO UP THAT ON A MONTHLY BASIS AS WE MOVE FORWARD.

OKAY. SO DO WE THINK MAYBE NEXT WEEK OR WEEK AFTER OR? I THINK BY THE END OF MAY, BY THE END OF THE FIRST WEEK OF MAY, MID-MAY, BY THAT SECOND WEEK BY BOARD MEETING, WE SHOULD HAVE IT LIVE.

OK SO SOME TIME IN THE MIDDLE OF MAY.

YEAH. OKAY. THANK YOU.

AND THEN YOU MENTIONED EARLIER.

THANK YOU. ABOUT THE FINE ARTS AND THE ESSER FUNDS.

WILL YOU GO BACK OVER THAT AGAIN? BECAUSE THAT'S CONCERNING THAT IF ESSER DOLLARS ARE SUPPORTING AND I KNOW THAT'S PART OF THE THE PLAN, BUT THEN AGAIN, THAT GOES BACK TO SUSTAINABILITY AND OUR FINE ARTS.

SURE AND I'LL ASK PERHAPS DR.

BIRD, TO ELABORATE FURTHER ON THIS, BUT THE ORIGINAL HYBRID MODEL DID HAVE ONGOING RECURRING FUNDS SET ASIDE FOR, FOR EXAMPLE, MAINTENANCE OF FINE ARTS EQUIPMENT, STAGES, ETC..

BUT IN THIS DIRECTION, OF COURSE, WE DON'T HAVE THAT SET ASIDE INDEFINITELY.

SO WHAT WE'RE DOING IS WE'RE LEVERAGING ESSER IN A WAY THAT WE CAN HELP SCHOOLS AS MUCH AS POSSIBLE RIGHT NOW WITH ANY KIND OF UPGRADES THEY MIGHT NEED, WITH ANY KIND OF EQUIPMENT THEY MIGHT NEED.

BUT WE DO UNDERSTAND THAT IT IS ONE TIME FUNDING BECAUSE, AGAIN, DR.

BIRD, ANYTHING ELSE YOU WANT TO ADD? NO. AND WE TOOK OUT THE ORIGINAL PLAN THERE WAS MONEY FOR TO EXPAND SO SCHOOLS CAN PARTICIPATE IN UIL COMPETITIONS.

AND NOW THAT GOES BACK TO THE SCHOOL'S RESPONSIBILITY.

SO WE WOULD ONLY FUND IN ESSER WE'RE ONLY FUNDING, REPAIR AND REPLACEMENT OF INSTRUMENTS AND BAND UNIFORMS AT THIS POINT.

AND THAT'S JUST UNTIL ESSER RUNS OUT.

AND THEN IT WOULD GO BACK TO THE RESPONSIBILITY OF THE SCHOOL TO FUND THAT THOSE COSTS.

OKAY. THANK YOU.

TRUSTEE. OKAY, I THINK WE'RE NOW ON ANYONE ELSE FOR ROUND TWO? ROUND TWO, I THINK YOU STILL GO AHEAD.

TRUSTEE BAKER. YEAH.

JUST TO FOLLOW UP ON THE CTE, OR THE CAREER READINESS PROGRAM WHAT ARE YOU ALLOCATING FOR THE NEXT FISCAL YEAR FOR THE CTE? OR COULD YOU JUST CLARIFY YOUR PLANS? [INAUDIBLE] REFERRING TO A PARTICULAR SLIDE? YES. SLIDE NUMBER SEVEN.

ON THE LEFT HAND SIDE, YOU HAVE CURRENT FUNDING MODELS FOR 21-22 COLLEGE AND CAREER READINESS.

AND THEN INSTEAD OF COLLEGE CAREER AS I'M REALLY TALKING ABOUT THE CTE.

I DIDN'T SEE CTE ON THERE.

AND THEN ON THE RIGHT HAND SIDE, I DON'T SEE ANYTHING.

SURE, I'LL HAVE DR.

BIRD TO ELABORATE A LITTLE BIT MORE IN REFERENCE TO CCMR AS WELL AS.

YES. SO THE CTE FUNDING IS INCLUDED IN THE COLLEGE CAREER READINESS.

IT'S PART OF THAT SAME DEPARTMENT.

SO THERE'S NO CHANGE TO THERE'S NO CHANGE TO THE FUNDING LEVEL FROM THIS YEAR TO NEXT YEAR FOR THOSE PROGRAMS. AND THE PROGRAMS THAT EXIST WILL CONTINUE TO EXIST.

ARE THERE ANY PLANS TO EXPAND IT? AND THERE ARE SOME.

I'LL GET YOUR ANSWER IN WRITING.

THERE ARE SOME EXPANSION THAT'S OCCURRING, BUT I'LL HAVE TO GET THE EXACT PROGRAMS. OKAY. I'D LOVE TO SEE THAT.

THANK YOU. TRUSTEE HERNANDEZ YOUR ROUND TWO.

IS THAT RIGHT? OKAY.

THANK YOU. ON SLIDE 12, GOING BACK TO THE 133 MILLION FROM HARVEY THAT HASN'T BEEN SPENT, THAT HAS NO STRINGS ATTACHED.

SO WE COULD USE IT FOR TEACHER COMPENSATION.

[01:10:03]

WE COULD HAVE USED IT LAST YEAR FOR TEACHER COMPENSATION.

CHIEF REED. SO THAT IS A OBVIOUSLY ONE TIME DOLLARS.

RIGHT. SO IT'S NOT RECURRING.

AND WE HAD SET THAT ASIDE.

THAT'S THE WE SEE THE INSTRUCTIONAL STABILIZATION FUND THAT WAS SET ASIDE FOR TIMES LIKE THIS.

RIGHT. SO WE ARE USING IT.

IF YOU GO TO THE NEXT ABOUT TWO SLIDES DOWN, WE ARE USING THOSE DOLLARS TO FUND NEXT YEAR'S BUDGET, WHICH INCLUDES, OF COURSE, TEACHER INCREASES.

SO I'M A LITTLE CONFUSED ABOUT SLIDE 15 AND SLIDE 16.

SLIDE 16, YOU'RE PROPOSING THAT FOR SCHOOL YEAR, 23, 24, THERE WOULD BE NO INCREASE IN TEACHER SALARY. IS THAT WHAT THAT SLIDE IS? NO. THIS IS SIMPLY SHOWING THIS SLIDE RIGHT HERE IS SAYING, OKAY, FOR 23, 24, WE ALSO HAVE PLANNED IN IT ON THE RIGHT HAND SIDE, AN ADDITIONAL $63 MILLION DOLLARS IN COMPENSATION, WHICH MEANS AT THE VERY BOTTOM THAT THAT $300 MILLION DOLLAR FUND BALANCE, BY THE TIME WE GET TO THE END OF 23, 24 WOULD BE 69 MILLION.

OKAY. IF YOU GO TO THE NEXT SLIDE, ALL WE'RE SAYING IS, IF WE DID NOT CONTINUE THE SECOND YEAR OF THE COMPENSATION PLAN, THE FUND BALANCE WOULD BE 148, NOT 69.

IT'S SIMPLY ILLUSTRATIVE.

IT'S NOT PROPOSING THAT WE NOT DO IT.

IT'S JUST SIMPLY ILLUSTRATIVE.

OKAY. THAT'S WHERE I WAS CONFUSED ABOUT THAT.

BUT THAT'S NOT A PROPOSAL AT ALL.

NO. THAT'S NOT ON THE TABLE.

IT'S JUST A LOOK.

JUST MAKING SURE.

I DID TAKE A LOOK AT SOME OF THE PREVIOUS BUDGET PRESENTATIONS.

THERE'S MAGNET FUNDS AND HOW THEY'VE CHANGED OVER YEARS.

IS THAT SOMETHING THAT WE CAN RECEIVE AS WELL? SURE. WE'LL PROVIDE WHATEVER IT IS THAT WE'RE LOOKING FOR AND TRY TO ALIGN IT TO WHAT YOU ALL HAVE SEEN IN THE PAST.

I KNOW THAT WE'VE DISCUSSED EQUITY.

SO ARE THERE ANY CHANGES IN HOW MAGNET FUNDS WILL BE DISTRIBUTED FOR NEXT YEAR AND ANY PLANS FOR THAT? NO. NOT NECESSARILY. NO.

IS THAT SOMETHING THAT YOU ARE THINKING ABOUT LOOKING AT? IS THAT SOMETHING YOU WOULD LIKE FOR ME TO LOOK AT? I THINK THAT'S SOMETHING THAT NEEDS TO BE LOOKED AT.

OKAY. FOR SURE, WE'VE DISCUSSED EQUITY.

WE KNOW THAT ONE OF THE BIGGEST WAYS THAT HISD IS INEQUITABLE IS THE MAGNET FUNDING.

SO I THINK THAT DEFINITELY NEEDS TO BE LOOKED AT.

I DON'T KNOW HOW OR WHAT THAT PROCESS IS.

TELL ME A LITTLE BIT MORE ABOUT WHAT YOU'RE.

I'M NOT SURE WHAT THAT WOULD BE.

I HAVEN'T YOU KNOW, I HAVEN'T TAKEN A LOOK AT THE FULL MAGNET FUNDING.

I JUST SAW THE BUDGETS FROM LAST YEAR AND IT SAID SIX POINT I THINK 6 MILLION AND SOMETHING OR 60 MILLION.

I WOULD LOVE TO HAVE SOME TYPE OF RESEARCH DONE ON THAT STUDY ON WHAT THAT A MORE EQUITABLE FUNDING BECAUSE IT'S A LARGE PORTION OF OUR BUDGET.

HOW THAT WOULD WORK AND HOW THAT WOULD MAKE OUR SCHOOLS MORE EQUITABLE? BECAUSE WE DEFINITELY WANT THAT. ABSOLUTELY.

PUA BUT MAKE THE SCHOOLS MORE EQUITABLE.

ABSOLUTELY. AND THAT'S A PART OF THE PLAN MOVING FORWARD IS TO AS WE LOOK AT MAGNET AND CHOICE OPPORTUNITIES THAT'S WHAT WE HEARD FROM FROM OUR COMMUNITY, ESPECIALLY SOME OF OUR MOST ECONOMICALLY DISADVANTAGED COMMUNITIES THAT DIDN'T HAVE ALTOGETHER.

AND THAT'S WHY THE EXPANSION EFFORT OF ADDITIONAL 21 SCHOOLS IS REALLY ON THE TABLE.

BUT WE WANT TO LOOK AT THE OVERALL ALIGNMENT OF WHAT WE'RE DOING AS WELL AND ENSURING THAT EQUITY'S INFUSED AND WHAT THAT CONVERSATION LOOKS LIKE ALSO.

THE OTHER THING THAT I SAW IN THE PREVIOUS BUDGET WORKSHOPS FROM PREVIOUS YEARS WAS HEALTH INSURANCE.

I HAVEN'T REALLY REMEMBERED ANY MENTION OF THAT.

I KNOW THAT WE DON'T WANT OUR TEACHERS TO BE WITHOUT HEALTH INSURANCE.

SO. SO I'D LIKE FOR CHIEF JEREMY GRANT-SKINNER.

THIS HAS BEEN A POINT OF OUR CONVERSATION THIS PAST WEEK OR TWO IN REFERENCE TO HEALTH INSURANCE.

SO HE HAS SOME INSIGHT AND REFERENCE TO THAT.

CAN YOU HEAR ME? YES.

SO WE'VE BEEN REVIEWING UPDATED PROJECTIONS ON OUR HEALTH PLANS EXPERIENCE DURING THE CURRENT YEAR SO THAT WE COULD MAKE A DECISION WITHIN THE NEXT COUPLE OF WEEKS ABOUT WHAT EMPLOYEE PREMIUMS WILL LOOK LIKE NEXT YEAR.

AS CHIEF REED HAS RESPONDED TO THE BOARD EARLIER THIS SPRING, THE ADMINISTRATION DID TELL THE BOARD A YEAR AGO THAT EMPLOYEE PREMIUMS WOULD GO UP 10% ON JANUARY 1ST OF 2023.

IT MAY NOT BE NECESSARY FOR US TO IMPLEMENT THAT FULL INCREASE NEXT JANUARY, AND WE'LL HAVE SOMETHING MORE TO PRESENT TO YOU WITHIN A COUPLE OF WEEKS.

OKAY. THANK YOU.

ARE YOU DONE? MY TIME IS UP.

[01:15:04]

TRUSTEE SANTOS.

THANK YOU, PRESIDENT CRUZ.

WITH OTHER DISTRICTS ROLLING OUT THEIR COMPENSATIONS PLANS WHERE ARE WE CURRENTLY RANKED AS FAR AS TEACHERS AND SUPPORT STAFF? WHEN YOU SAY RANKED, ARE YOU DO YOU MEAN FROM A COMPENSATION STANDPOINT OR FROM A.

YES COMPENSATION. OK.

I'LL HAVE CHIEF GRANT-SKINNER TO COME UP AND SHARE WHERE WE.

NOW, YOU HAVE HEARD ME SHARE THAT INITIALLY OUT OF THE 14 SCHOOL DISTRICTS IN THE REGION THAT WE RANKED ABOUT 13TH OR 14TH IN MOST CATEGORIES. BUT CHIEF GRANT-SKINNER, I KNOW, HAS SOME ADDITIONAL INSIGHT AND INFORMATION AROUND WHAT THAT LOOKS LIKE AS WELL.

YES. WE SHARED SPECIFICALLY WITH TEACHERS, BUT ALSO WITH PRINCIPALS AND ASSISTANT PRINCIPALS THAT OUR INTERNAL ANALYSIS AND ANALYSIS FROM THE VENDOR THAT ALSO CONDUCTED A STUDY OF OUR COMPENSATION SHOWED THAT IN THOSE GROUPS WE WERE NEAR THE BOTTOM OF THE DOZEN OR SO REGIONAL DISTRICTS. I WILL SAY FOR TEACHERS IN ADDITION, WHAT WE PRESENTED TO YOU THROUGH THESE BUDGET WORKSHOPS IS THAT WHAT THAT STUDY FOUND IS THAT THERE ARE PARTICULAR AREAS OF OUR TEACHER SALARY SCALE WHERE WE ARE BEHIND MORE BEHIND FURTHER BEHIND OTHER DISTRICTS.

AND THEN THERE ARE SOME OTHER AREAS WHERE WE ARE MORE COMPETITIVE.

AND IN FACT, ABOVE THE AVERAGE OF REGIONAL DISTRICTS, THE AREAS THAT WE NEEDED TO ADDRESS MORE ARE THE EARLIER STEPS ON OUR SALARY SCALE, WHERE WE WERE FURTHER BEHIND AND OUR PLAN ADDRESSES.

BUT WE HAVE NOT CONDUCTED AND THAT MARKET STUDY THAT WE DID TOOK A SIGNIFICANT AMOUNT OF TIME.

SO WE HAVEN'T DONE AN UPDATED STUDY ON EVERYTHING THAT EVERY DISTRICT IN THE REGION IS DOING, BUT WE WERE ALWAYS AWARE THAT OTHER DISTRICTS WOULD ALSO BE IMPLEMENTING INCREASES.

WHAT I SHARED HERE IS THAT IF WE IMPLEMENT OUR FULL THREE YEAR COMPENSATION PLAN FOR TEACHERS BY THE THIRD YEAR, WE WOULD BE 5% ABOVE THE AVERAGE.

RIGHT NOW, EVEN IF ALL OF THOSE DISTRICTS IN THIS STUDY INCREASE ON THE SAME TRAJECTORY THEY'VE INCREASED OVER THE LAST THREE YEARS.

SO IF THEY CONTINUE ON WHAT THEIR TRAJECTORY HAS BEEN RECENTLY BY YEAR THREE, IF WE IMPLEMENT OUR PLAN, WE WILL STILL BE 5% ABOVE THEM.

SO I WOULD JUST REITERATE, IT'S A MOVING TARGET.

WE UNDERSTAND IT'S A MOVING TARGET.

AND WE PUT IN PLACE AN AMBITIOUS PLAN THAT WE BELIEVE WILL NOT JUST CATCH UP, BUT MOVE US AHEAD OF OTHERS.

OK. SO I'D LIKE TO SEE WHERE WE'RE AT IN THE Q&A FOR THE NEXT TIME.

SINCE THE AVERAGE TEACHER COSTS MORE AND NOW WITH THE SALARY INCREASES JUST LEAVING, THE PUA THE WAY IT IS, IS A CUT.

REDUCING IT IS AN EVEN LARGER CUT.

WOULDN'T THAT PUA NEED TO BE INCREASED IF WE WANT TO KEEP UP WITH THE RAISES? CHIEF REED.

WE DO ADJUST THE PUA TO COVER THE PAY INCREASES SO THEY DO NOT HAVE TO ABSORB THAT COST.

OKAY. AND ADDITIONALLY, TO MY COLLEAGUE'S POINT.

WHAT ARE WE DOING TO INCREASE ATTENDANCE? WE NEED MORE SOCIAL SERVICES IN SCHOOLS.

WE ARE ALREADY NOT GETTING THOSE DOLLARS FOR KIDS THAT AREN'T SHOWING UP.

SO THE SCHOOLS SUFFER ANOTHER PENALTY.

INSTEAD OF THOSE DOLLARS GOING TO THE CAMPUS TO HELP BRING IN ADDITIONAL RESOURCES YOU'RE KICKING A KID DOWN FOR NOT HAVING HEALTH CARE OR TWO PARENTS OR A RIDE TO SCHOOL ON A RAINY DAY. ENROLLMENT IS WHERE OUR FOCUS NEEDS TO BE.

PENALIZING OUR KIDS, AGAIN, FOR NOT HAVING HEALTH CARE, AFFORDABLE HOUSING PARENTS NOT HAVING DAYCARE FOR LIVING IN FOOD DESERTS.

THAT'S NOT EQUITY.

SO FOCUSING IN ON ATTENDANCE IS NOT EQUITY.

THOSE PRINCIPALS NEED THOSE ADDITIONAL DOLLARS SO THAT THEY CAN GO OUT AND TRY TO EQUIP THE COMMUNITY WITH THE RESOURCES THEY NEED.

WHAT ARE WE DOING FOR ENROLLMENT [INAUDIBLE] ENROLLMENT? SO WHAT I WILL SAY IS THAT WHAT WE HAVE DONE IS PROVIDED MORE RESOURCES.

WE MENTIONED THE IDEA OF ADDITIONAL ESSER FUNDS THAT ARE BEING FUNNELED DOWN TO SCHOOLS, AS WELL AS ADDITIONAL TITLE ONE FUNDS THAT WE HAVEN'T SEEN AT THIS LEVEL BEFORE.

CHIEF REED, WILL YOU SHARE THOSE THREE DIFFERENT BUCKETS AN THOSE THREE DIFFERENT DOLLAR AMOUNTS THAT WE'RE PROVIDING THIS YEAR THAT WE HAVEN'T SEEN THAT CAN AND SHOULD HELP PROVIDE ADDITIONAL SUPPORT AT OUR SCHOOLS FROM AN EQUITY STANDPOINT? YOU'RE REFERRING TO THE ESSER DOLLARS? ESSER TITLE ONE.

ABSOLUTELY. WELL, WE CAN ACTUALLY GO BACK TO WHERE'S THE SLIDE? IT WAS A SEVEN OR SIX.

THEY'VE GOT THE RIGHT SLIDE NUMBER.

[01:20:01]

SIX, RIGHT? SIX, YEAH. YEAH.

SO THE FIRST PIECE, OF COURSE, IS THE TITLE ONE FUNDS TO GO TO THE HIGH NEEDS CAMPUSES.

THAT'S THE TOP BASICALLY THE TOP THIRD OF OUR CAMPUSES.

SO THAT'S INCREASING DOLLARS.

AND, OF COURSE TO OUR CAMPUSES HAVE THAT HAVE THE HIGHEST ECONOMIC DISADVANTAGE COUNTS UNDER TITLE ONE.

AND THEN OF COURSE, THE $12.9 MILLION DOLLARS THEN GOES TO ALL OF OUR TITLE ONE SCHOOLS.

RIGHT. BUT THAT AGAIN, IS IDENTIFIED BY BEING A TITLE ONE CAMPUS.

AND THE DOLLARS THEN ARE ALLOCATED.

IT'S A PROGRESSIVE SCALE.

YOU GET A HIGHER PER STUDENT BASED OFF THE PERCENTAGE OF ECONOMICALLY DISADVANTAGED STUDENTS YOU HAVE IN YOUR CAMPUS.

SO THE HIGHER THE PERCENTAGE, THE HIGHER YOUR PER STUDENT UNIT.

SO IN ADDITION TO THAT 10 MILLION, THERE'S A $12.9 MILLION IN DISCRETIONARY TITLE ONE DOLLARS FOR CAMPUSES FOR 202 2-23. AND THEN AN INVESTMENT OF $3.7 MILLION OF TITLE ONE FUNDS TO INVEST SPECIFICALLY INTO MATH AND READING INTERVENTIONISTS.

SO THESE ARE ALL DOLLARS ON TOP OF WHAT WE'VE DONE IN THE PAST TO HELP WITH EXACTLY WHAT YOU'RE TALKING ABOUT TRUSTEE SANTOS THE EQUITY GAP.

OKAY. AND SUPERINTENDENT HOUSE, I DIDN'T SEE IN THE Q&A AND I COULD HAVE MISSED IT, BUT I ASKED FOR THE DOLLAR AMOUNT OF HOW MUCH IT WOULD BE TO PAY THE [INAUDIBLE] PENALTY BACK TO THESE SCHOOLS, TO THESE CAMPUSES.

DID I MISS THAT SOMEWHERE IN THE Q&A? I DIDN'T.

IT WASN'T IN. I DIDN'T HAVE THAT IN THE Q&A.

I ASKED FOR IT FROM THE DAIS AND I'VE ASKED FOR IT A COUPLE OF TIMES NOW.

IT HAS BEEN SENT AS TRUSTEE DEIGAARD SAID VIA AN EMAIL.

WE'LL GET IT BACK OUT TO YOU.

THANK YOU. THAT'S ALL.

THANK YOU. TRUSTEE BAKER, YOU'RE IN FOR ROUND TWO, CORRECT? I'VE LOST TRACK.

OKAY, GO AHEAD.

GO AHEAD, TRUSTEE BAKER.

THANK YOU SO MUCH. MY QUESTION IS, IN REGARDS TO SECURITY, ESPECIALLY WITH CAMPUSES, I WENT TO FOREST BROOK.

I'VE BEEN GETTING EMAILS ABOUT THOSE CAMPUSES THAT ARE HIGH IN CRIME AND DIFFERENT OTHER NEIGHBORHOODS.

COULD YOU JUST RESTATE WHAT HAVE YOU DEDICATED TO SECURITY? SO ONE OF THE THINGS THAT WE HAVE INSTITUTED IS THE SECURITY ASSOCIATE.

IS THAT CORRECT CHIEF? CHIEF, ANY INSIGHT OR DR.

WATTS, ANY ADDITIONAL INSIGHT AROUND SECURITY SPECIFICALLY? I CAN TELL YOU THAT WE ARE WORKING WITH THE PRINCIPAL, OUR TEAM, TO DEPLOY RESOURCES THERE TO SUPPORT THE CAMPUS AROUND SAFETY AND STUDENT SUPPORT. I BELIEVE CHIEF LOPEZ HAS ALSO LENDED SOME SUPPORT.

SO IT'S BEEN AN ALL IN EFFORT FROM A VARIETY OF PEOPLE TO TRY TO CURTAIL SOME OF THE THINGS THAT WE'RE SEEING THERE.

WHAT I WILL SAY, TRUSTEE BAKER, IS AS I SIT DOWN WITH EACH CHIEF, THE 15% CUT THAT THEY'RE MOVING TOWARDS EFFECTS THESE KINDS OF ITEMS. CHIEF LOPEZ THIS MEANS HOW MANY POSITIONS FOR YOU? WHILE HE'S COMING UP. IS POLICE CENTRALLY FUNDED OR CAMPUS BASED FUNDED? POLICE IS CENTRALLY FUNDED.

BUT THERE ARE SOME, I THINK 13 PUA POSITIONS AT THE CAMPUSES SPREAD OUT THROUGHOUT THE DISTRICT.

BUT IF WE GO WITH THE 15% CUT, IT'LL BE APPROXIMATELY 50 PERSONNEL THAT THE DEPARTMENT WOULD HAVE TO REDUCE IN MANPOWER.

FIVE ZERO? YES, MA'AM.

OVER 50. THANK YOU.

THANK YOU. THANK YOU.

OKAY. DID I MISS ANYONE FOR ROUND TWO? ALL RIGHT, SO MY QUESTIONS.

SO WHEN I HAD ASKED IN THE FIRST BUDGET Q&A WHAT THE CENTRAL OFFICE BUDGET IS FOR THIS YEAR AND THE PAST FIVE YEARS, I DON'T KNOW WHY WE USE THE DIFFERENT TERMS, BUT THERE'S LIKE DEPARTMENTS AND THEN THERE'S DISTRICT OR CENTRAL OFFICE AND THEN SCHOOLS.

SO IN MY MIND, CENTRAL OFFICE AND DEPARTMENTS IS LIKE WHATEVER IS NOT AT SCHOOLS IS THAT SO I JUST, I THINK WE NEED TO KIND OF GET ON THE SAME PAGE AROUND THAT VERBIAGE SO THAT WE'RE ALL CLEAR BECAUSE THOSE ARE TWO HUGE CHUNKS THAT ADD UP.

IT'S ALMOST LIKE TWICE THE AMOUNT.

I WANT TO ECHO THE SENTIMENTS OF MY COLLEAGUES AROUND EFFORTS OF INCREASING ATTENDANCE.

[01:25:07]

DR. MATNEY MENTIONED A WHOLE STRATEGY AROUND LINKING ESSER DOLLARS TO STUDENT OUTCOMES.

ARE WE DOING THAT WITH ALL OF OUR SPENDING? DR. CRUZ, DO YOU MIND SHARING SOME INSIGHT THERE? SURE. I THINK WITH AND DR.

MATNEY CAN ELABORATE FURTHER ON THIS, BUT ESPECIALLY FOR MAJOR ITEMS, ITEMS THAT ARE HIGH COST, WE DO TRACK BUT IT IS DIFFICULT, ESPECIALLY IN A DECENTRALIZED SYSTEM WHERE EXPENDITURES ARE MADE AT THE CAMPUS LEVELS OR THE DISCRETION IS VERY DIFFICULT TO TRACK EVERY SINGLE INTERVENTION.

AND FURTHERMORE, I MEAN, ANY KIND OF RESEARCH AROUND CAUSAL EFFECTS WOULD REQUIRE VERY RIGOROUS EVALUATION.

BUT DR. MATNEY, WE HAVE LEVERAGED ACTUALLY ESSER FUNDS TO EXPAND HER OFFICE SO THAT THERE'S MORE CAPACITY TO DO FURTHER EVALUATION, BECAUSE WE'RE VERY EXCITED ABOUT USING ESSER FUNDS AS AN OPPORTUNITY FOR US TO GET INFORMATION AND DATA AROUND WHAT WORKS AND WHAT DOESN'T WORK SO THAT WE CAN BE MORE SOPHISTICATED AROUND BUDGETING DECISIONS IN THE FUTURE. SO THERE IS MORE RESOURCES THAN IN THE PAST DEDICATED TO THAT EFFORT.

BUT IT IS YOU'LL PROBABLY ASK ANY DISTRICT IN THE COUNTY IT'S IMPOSSIBLE TO MEASURE EVERY SINGLE THING AND TO ISOLATE ITS IMPACT.

SO WE'RE REALLY FOCUSING ON THOSE HIGH LEVERAGE, HIGH DOLLAR ITEMS THAT SHE AND HER TEAM ARE VALUING AND THAT WE ALSO WORK WITH OUTSIDE ENTITIES TO EVALUATE.

SO IN SOME CASES, WE WORK WITH ORGANIZATIONS LIKE HERC, FOR EXAMPLE, AT RICE UNIVERSITY TO COME IN AND DO RIGOROUS EVALUATIONS OF DIFFERENT PROGRAMS AND STRATEGIES TO SEE WHAT THE IMPACT ON STUDENTS ARE.

AND THEN THAT HELPS US MAKE MEANINGFUL DECISIONS AROUND HOW THE FUNDS ARE BEING SPENT.

I LOOK FORWARD TO SEEING THAT.

AND I HAD A QUESTION ON SLIDE SIX.

I KNOW WE HAD ASKED A LOT OF QUESTIONS ABOUT THIS TITLE ONE FUNDING, SO.

AND 48 MILLION PLUS THE 10 MILLION IS GOING TO BE EVERY YEAR FROM NOW ON, IS THAT CORRECT? SO THOSE ARE REOCCURRING DOLLARS IN TERMS OF THE TITLE ONE ALLOCATION THAT DOES TOTAL 48 MILLION.

OH, THESE THREE TOTAL 48.

I'M SORRY. I'M NOT UNDERSTANDING.

SO EACH SEPARATE, IT'S 48 PLUS THE TEN IS THE RECURRING.

SO IT'S 58. AND THEN THE 12.9 IS A ONE TIME? CORRECT. THOUGH 3.7 IS THAT A ONE TIME OR A RECURRING? THAT'S RECURRING. OK.

WHERE WAS THIS MONEY ALLOCATED BEFORE? LIKE, WHY ALL OF A SUDDEN WE HAVE THIS MONEY TO GO TO CAMPUSES? WHERE WAS IT PRIOR TO THIS YEAR? CHIEF REED. I'M GOING TO ASK PAM, TO KIND OF TALK ABOUT SOME OF THOSE SHIFTS.

MOST OF IT WAS COMING FROM JUST DIFFERENT DEPARTMENTS THAT WE BEGAN LOOKED AT AND PROGRAMS THAT WE LOOKED AT OVER THE YEARS OF WHAT'S NOT BEEN SPENT.

AND SO THEN WE TOOK THOSE DOLLARS AND ALLOCATED THEM BACK OUT TO THE CAMPUSES.

OKAY. THANK YOU.

AND THEN I ALSO HAVE A QUESTION.

SO ON THE Q&A DOCUMENT, I HAD ASKED A QUESTION ABOUT THE INPUTS FOR EACH OF THE GOALS, RIGHT? THERE WAS ON ONE OF THE PRESENTATIONS, THERE WAS A CHART WITH ALL THE LIST OF THINGS THAT ARE GOING TO HELP US ACHIEVE OUR GOALS BASED ON YOUR JUDGMENT.

AND SO I ASKED, WHAT WAS THE VARIATION INVESTMENT FROM LAST YEAR TO THIS YEAR FOR EACH OF THOSE INPUTS? AND THE RESPONSE I GOT IS THERE'S NOT REALLY AN APPLES TO APPLES COMPARISON.

SO BUT I WOULD STILL LIKE TO SEE DOLLAR AMOUNTS FOR THOSE.

AND YEAH, THAT ACCOUNTABILITY AROUND THOSE DOLLARS FOR EACH OF THOSE INPUTS THAT WILL LEAD TO THE OUTCOMES, THE STUDENT OUTCOMES FOR THE BOARD GOALS. DOES THAT MAKE SENSE? NO, BUT WE'LL DO OUR BEST TO GET OK I'LL WRITE IT OUT.

I'LL SEND IT IN AS A QUESTION.

OKAY. SO TRUSTEE GUIDRY, WE'RE ON ROUND TWO.

YOU CAN GO AHEAD. THANK YOU.

ALL RIGHT. AND IF I AM REPEATING A QUESTION OR REPEATING A STATEMENT, JUST SHUT ME DOWN PRESIDENT CRUZ APOLOGIZE FOR HAVING TO STEP OUT.

AND I'D JUST LIKE TO SAY ON BEHALF OF THIS TRUSTEE.

SUPERINTENDENT HOUSE SLIDE 16, CAN WE GO THERE? THAT IS NOT AN OPTION FOR THIS TRUSTEE JUDGE.

WE WILL BE IN SOME WAY TRYING TO IMPLEMENT THE INCREASES ON BEHALF OF THE TEACHERS AND THE EMPLOYEES.

SO I DON'T KNOW IF THAT HAS BEEN ADDRESSED, BUT GOING AHEAD AND ADDRESS THAT RIGHT NOW.

WITH RESPECT TO ON SLIDE 15, YOU STATED THAT YOU CAN'T ASSURE THAT THE $60 MILLION DOLLAR SAVINGS IS NOT GOING TO AFFECT OUR CHILDREN AND OUR

[01:30:05]

CAMPUSES. AND BUT CERTAINLY THAT'S WE'RE TRYING NOT TO DO THAT, CORRECT? ABSOLUTELY. BUT I THINK WHAT WE HAVE TO UNDERSTAND, AND THAT'S WHY I USE THE EXAMPLE OF OPERATIONS AND I HAD CHIEF LOPEZ TO SHARE WHAT THOSE IMPACTS ARE LOOKING LIKE . WE'RE HAVING THOSE CONVERSATIONS WEEKLY AND THEY'RE TOUGH, TOUGH CONVERSATIONS.

EVERYBODY IS RESPONSIBLE FOR COMING UP WITH SOME SIGNIFICANT CUTS.

EACH ONE OF THEM KNOW FROM EACH ONE OF OUR CHIEFS KNOWS FROM A DOLLAR AMOUNT WHAT THAT EXPECTATION LOOKS LIKE.

AND EVERY CHIEF'S WORK IS ASSOCIATED WITH SUPPORTS OF SCHOOLS AS WELL.

BUT THE GOAL IS TO MAKE THE REDUCTION TO GET TO OR AS CLOSE TO THE $60 MILLION DOLLARS AS POSSIBLE.

AND AND WE KNOW, AS WE EXPLAIN, YOU KNOW, CENTRAL OFFICE IS NOT JUST INSIDE OF HATTIE MAE CENTRAL OFFICE HAS OUTREACH IN EVERY ONE OF OUR CHIEFS AREAS.

SO THERE COULD BE EFFECTS.

THERE PROBABLY WILL BE EFFECTS IN TERMS OF SUPPORT AND SERVICES TO OUR SITES.

BUT IN ORDER TO MAKE THOSE REDUCTIONS, THAT'S ONE OF THE STARK REALITIES OF WHAT THOSE CUTS LOOK LIKE.

WELL, I'D CERTAINLY LIKE TO SEE WHAT THOSE EFFECTS WOULD BE BEFORE WE IMPLEMENT THEM, IF THERE'S ANY WAY POSSIBLE, YOU KNOW, SO WE CAN MAKE THE DECISION ON WHETHER OR NOT WE DO WANT TO AFFECT OUR KIDS IN THAT PARTICULAR WAY.

WE'LL BE BRINGING THOSE. THANK YOU.

AND THEN ON YOU MENTIONED THAT, WELL, THE 60 MILLION AND THEN I KNOW ON SLIDE 20, IT HAS THE POTENTIAL OF FINANCIAL IMPROVEMENT STRATEGIES.

SO IS THIS WHERE WE'RE GOING TO BE? BECAUSE I UNDERSTAND THE 60 MILLION COMING FROM CENTRAL OFFICE, BUT IS THIS WHERE WE'RE GOING TO BE LOOKING AT SOME OF THAT DECENTRALIZE MONEY THAT NEEDS TO BE HAVE SOME SORT OF CUTS AS WELL? I THINK WE LOOK AT EVERYTHING.

OKAY.

WE CAN'T, AGAIN, CONTINUE TO KICK THE CAN DOWN THE ROAD.

WE'VE GOT TO LOOK AT EVERYTHING AND WE WANT IT.

WHAT WE DID NOT WANT TO DO WITH THIS SLIDE IS PROJECT THIS SLIDE AS THIS IS THE PLAN MOVING FORWARD.

THESE ARE JUST STRATEGIES THAT MANY ORGANIZATIONS, SCHOOL DISTRICTS HAVE LOOKED TO IN TERMS OF REDUCTIONS IN THEIR COMMUNITIES, IN THEIR SCHOOLS TO GET TO THAT DEFICIT THAT MANY OF US HAVE STRUGGLED WITH FOR QUITE SOME TIME.

SO THESE ARE SOME OF THOSE STRATEGIES.

AND SUPERINTENDENT HOUSE, I'M SURE THAT YOU ALL YOU HAVE ANSWERED THIS QUESTION, BUT I'M SORRY, HOW DO WE GET TO A $300 MILLION DOLLAR SURPLUS? SO, CHIEF REED, IF YOU DON'T MIND SHARING AGAIN, IT WAS.

[LAUGHTER] BUT DON'T WORRY ABOUT I'LL ASK CHIEF REED IF THAT'S OKAY.

I'LL GET IT. IT WAS AN OVERESTIMATION.

BUT WHAT WE HAVE TO UNDERSTAND IS THAT THAT MONEY IS NOT JUST SITTING THERE NOW.

WE HAVE ACCOUNTED FOR WHAT THAT LOOKS LIKE, MADE ADJUSTMENTS.

AND THE BUDGET THAT WE'RE BRINGING TO YOU SPEAKS TO THAT SURPLUS AND UTILIZING.

SO YOU'RE NOT GOING TO SEE THE SURPLUS THAT YOU'VE SEEN IN THE PAST, BECAUSE WE'VE TAKEN ACCOUNT OF THAT AND BUILT THAT INTO WHAT THIS BUDGET LOOKS LIKE MOVING FORWARD.

BUT HOW CAN THAT BE WHEN WE DIDN'T KNOW WE HAVE HAD IT.

SO WE HAD A BUDGET, RIGHT? WE HAD A BUDGET. THAT'S BEEN IN FRONT OF TRUSTEES IN TERMS OF WHAT THAT SURPLUS HAS LOOKED LIKE IN THE PAST.

OF COURSE, I WASN'T HERE DURING THAT PARTICULAR TIME.

BUT YOU KNOW, THOSE PREVIOUS BOARD'S APPROVED BUDGETS REFERENCE TO WHAT THAT LOOKED LIKE.

SO I DON'T KNOW IF THAT ANSWERS YOUR QUESTION, BUT.

IT DOESN'T. BUT THAT'S OKAY.

I'M OUT OF TIME. THANK YOU.

OK ANYONE ELSE FOR ROUND TWO THAT I MISSED? OK. MOVING ON TO ROUND THREE, TRUSTEE DEIGAARD.

STATE IS HOLDING US HARMLESS ON ADA THIS YEAR, CORRECT? CORRECT. HOW MANY?.

WHAT'S OUR NUMBER? YES, IT IS. IT'S INCLUDED IN THE COLUMN ON THE LEFT IN FY 22.

SO WE'VE ACCOUNTED FOR THAT.

$30 MILLION.

34. 34, ON THE LEFT COLUMN.

WHERE'S $34 MILLION DOLLARS IN THE LEFT COLUMN? WELL, IT'S REALLY IN THE ESTIMATED EXPENDITURES.

SO WE ADDED IT TO MONEY.

RIGHT. SO WE'RE GETTING IT BACK, BUT THEN WE'RE SPENDING IT ON RECAPTURE?

[01:35:03]

IT LOWERS OUR RECAPTURE.

IT LOWERS OUR RECAPTURE. SO WE HAVE AN ADDITIONAL $30 MILLION DOLLARS TO SPEND FOR FISCAL YEAR 2022.

WHERE ARE WE SPENDING THEM OR ARE WE PUTTING THEM INTO FUND BALANCE? IT'S IN THE 76.

SO WE'RE SPENDING IT NO? IT GOES INTO IT'S IN THE 76, WHICH GOES INTO THE 300, AND THEN WE'RE SPENDING IT THE NEXT TWO YEARS.

OK. SO WE'LL SPEND IN THE. OK.

THAT'S WHAT I WAS TRYING TO FIGURE OUT. OK. ATTENDANCE AND ENROLLMENT.

WE HAVE A LOT OF SCHOOLS THAT UNDERSTAND THEIR ATTENDANCE CHALLENGES AND ALSO HAVE COME UP WITH SOME CREATIVE SOLUTIONS ON THEM.

SO I WOULD HOPE THAT THE ANSWER IN THE Q&A WASN'T JUST WE'LL TELL SCHOOLS WHAT WE THINK THEY SHOULD DO, THAT I HOPE THERE'LL BE SOME LISTENING TO CAMPUSES AND LEARNING OF BEST PRACTICES THAT THEY'VE IDENTIFIED TO ADDRESS LIKE ELEMENTARY SCHOOL KIDS WHOSE PARENTS DON'T HAVE CARS AND THEY DON'T QUALIFY FOR BUSSING DON'T BRING THEIR KIDS TO SCHOOL WHEN IT'S SUPER COLD OR SUPER RAINY, RIGHT? LIKE THINGS LIKE THAT THAT YOU MIGHT ALL BE ABLE TO HELP THEM ADDRESS.

WHAT IS THE DIFFERENCE BETWEEN TITLE ONE FUNDING AND DISCRETIONARY TITLE ONE FUNDING? SURE, PAM.

TITLE ONE FUNDING THE DISCRETIONARY BUCKET IS ADDITIONAL FUNDING THAT WE HAVE THAT THEY'RE ABLE TO STILL UTILIZE FOLLOWING THE TITLE ONE RULES.

BUT IT'S JUST EXTRA FUNDING FOR THEM TO BE ABLE TO GO THROUGH AND PURCHASE POSITIONS IF THEY WANTED TO MATERIALS AND SUPPLIES SOFTWARE.

SO THERE ARE TWO BUCKETS. THERE ARE TWO DIFFERENT BUCKETS.

THERE'S REGULAR TITLE ONE, THERE'S DISCRETIONARY TITLE ONE.

CORRECT. WE'VE ALWAYS HAD BOTH BUCKETS? NO, THEY'VE NOT. WE'VE ALWAYS HAD THE $48 MILLION.

IF WE CAN GO BACK TO SLIDE SIX, PLEASE.

WE'VE ALWAYS HAD THE $48 MILLION.

THE $10 MILLION IS THE DISCRETIONARY FUNDS, WHICH IS NEW THIS YEAR, AND THAT'S FOR OUR TIER THREE CAMPUS.

CAMPUSES WILL CONTINUE TO RECEIVE RECURRING DISCRETIONARY ONE.

SO THAT IMPLIES TO ME THAT $48 MILLION IN DISCRETIONARY TITLE ONE, THEY'VE ALWAYS RECEIVED .

THEY'VE ALWAYS RECEIVED THE $48 MILLION.

THE $10 MILLION IS NEW.

I GET THAT. SO WHAT IS THE $48 MILLION THAT'S DISCRETIONARY TITLE ONE? HOW DOES THAT DIFFER FROM TITLE ONE? IT DOESN'T. IT'S ALL TITLE ONE MONEY.

IT'S ALL. IT'S ALL TITLE ONE MONEY.

SO WHY IS THAT? MAYBE THE WORDING, BUT IT'S JUST ALL TITLE ONE MONEY.

BECAUSE I NEVER SEEN THE WORD DISCRETIONARY USED IN HERE BEFORE.

SO THE NEXT BUCKET IS THIS ONE TIME OR NO? THIS IS A $10 MILLION RECURRING THAT WAS LIKE HIDING IN CENTRAL OFFICE.

AND NOW THERE'S ALSO A ONE TIME $12.9 MILLION THAT WAS HIDING THAT THIS YEAR, COMING YEAR WILL BE GIVEN TO SCHOOLS? THE 12.9 FUNDS THAT WE WILL NOT UTILIZE FOR THIS YEAR, THAT WILL BE WE'LL BE ABLE TO USE FOR NEXT YEAR TO BE ABLE TO PAY THIS.

BUT IT'S A ONE TIME ALLOCATION, RIGHT? IT'S BASED OFF OF VACANT POSITIONS THAT WE KNOW WE HAVE FOR THIS YEAR.

SO WE'RE GOING TO GIVE THAT FUNDS BACK TO THE.

YES, WE DO. WHAT DO WE USUALLY HAVE IN FALL OUT? IT VARIES. WE HAVE ABOUT 10 TO 15, JUST DEPENDING ON THE YEAR.

AND WE USUALLY GIVE IT BACK EVEN TO CAMPUSES THROUGH CAMP SPARK, THINGS LIKE THAT.

SO THIS YEAR WE GAVE IT BACK TO CAMPUSES THROUGH CAMP SPARK FOR THE 21-22 SCHOOL YEAR.

FOR NEXT YEAR, WE'LL BE. BUT THEY CAN'T USE THAT FOR POSITIONS LATER IN THE SCHOOL YEAR.

YEAH, RIGHT. BUT I WILL IF I MAY, I DO WANT TO CLARIFY THAT FALLOUT IS FROM CAMPUS FALLOUT.

SO THE CAMPUS HAS RECEIVED THE FUNDS.

THEY DON'T SPEND THEM FULLY OR DOESN'T.

SO THAT ROLLS OVER. WE'RE ALLOWED TO USE IT.

SO IT'S GOING BACK TO THE SCHOOLS.

THEY CAN'T USE IT FOR POSITIONS.

BUT TO YOUR QUESTION TRUSTEE DEIGAARD DISCRETION, I THINK THE REASONING BEHIND USING THE WORD DISCRETION HERE IS THERE ARE THINGS THAT ARE FUNDED OUT OF TITLE ONE THAT ARE GIVEN TO SCHOOLS. AS AN EXAMPLE, THE READING OR MATH INTERVENTIONIST, THEY GO DIRECTLY TO SCHOOLS, BUT IT'S NOT DISCRETIONARY IN THE SENSE THAT YOU'RE GETTING A POSITION THAT'S FUNDED BY IT. SO WHEN WE USE THE WORD DISCRETIONARY, WE WANT TO HIGHLIGHT THAT THE SCHOOLS CAN USE IT AS LONG AS IT'S WITHIN THE CONSTRAINTS OF TITLE ONE FUNDING HOWEVER THEY SEE BEST FIT. THAT'S WHERE THE IMPETUS BEHIND HAVING THAT WORD WAS.

WHY DO WE SEEM TO ALWAYS HAVE $10+ MILLION DOLLARS IN FALL OUT? LIKE, CAN'T WE BUDGET FOR SOMETHING FOR THAT? IT'S FUNDING FROM THE SCHOOLS.

AGAIN, IT'S FALLOUT FROM THE SCHOOL.

SO WE ALLOCATE THE $48 MILLION.

THEY DON'T UTILIZE ALL THE FUNDS.

SO WE THEN HAVE THOSE THAT FALL OUT TO BE ABLE TO GIVE BACK TO THE SCHOOLS THE FOLLOWING YEAR.

SO ARE YOU EVALUATING THE FORMULA? ARE WE GIVING SCHOOLS TOO MUCH THAT ACTUALLY NEED TO BE USED SOME PLACE ELSE FOR A DIFFERENT SCHOOL? WELL, WE CAN LOWER THE AMOUNT THAT WE GIVE OUT TO CAMPUSES, BUT WE GIVE THEM A PER PUPIL ALLOCATION BASED ON THE FORMULA AND THEN FROM AND WE HAVE TO GIVE THEM THAT AMOUNT IF WE SIT RIGHT. AND SO THEN IF THEY DON'T SPEND ALL THOSE FUNDS, IT FALLS OUT AND THEN WE GIVE IT TO THEM THE NEXT YEAR.

OKAY. OKAY.

THANK YOU. TRUSTEE DEIGAARD.

I'M SORRY. TRUSTEE HERNANDEZ.

[01:40:12]

SO I WENT BACK TO THE SLIDE SIX AND I WAS LIKE, WHY DID I MISREAD THIS? SO $3.7 MILLION GOING TO 6 TO 12 CAMPUSES.

CORRECT. MY QUESTION IS WHY ARE ELEMENTARY SCHOOLS LEFT OUT? WHAT IS THE THINKING BEHIND THAT.

ELEMENTARY? THEY'RE NOT LEFT.

HOWEVER, IT'S FUNDED THROUGH ESSER.

SO THEY'RE NOT LONG TERM POSITIONS.

CURRENTLY THEY'RE NOT, BUT THEY'RE FOR THE UPCOMING SCHOOL YEAR.

ALL GRADES WILL HAVE AN INTERVENTION SPECIALIST.

THE FUNDING SOURCE IS JUST DIFFERENT.

WHAT IS THE LONG TERM PLAN FOR ELEMENTARY SCHOOLS HAVING A READING OR MATH INTERVENTIONISTS? SO OF COURSE, THESE ARE THE THINGS THAT WE HAVE TO LOOK AT MOVING FORWARD ESSER DOLLARS ARE NOT GOING TO BE HERE FOREVER, BUT THEY'RE A HUGE SPIKE IN THE RIGHT DIRECTION IN HELPING US.

IT PROVIDES US WITH TIME TO AND I CAN'T REMEMBER WHICH SLIDE IT WAS TO INSTITUTE MANY OF THE CUTS THAT WE HAVE TO GO THROUGH TO ENSURE THAT WE SHORE UP SOME OF THE THINGS THAT WE KNOW ARE BEST, THE THINGS THAT WE'VE EXAMINED, THE THINGS THAT WE KNOW WILL YIELD THE KIND OF RESULTS.

BUT IT GOES BACK TO, YOU KNOW, SAVING, CUTTING AND INVESTING WHERE WE THINK IT'S BEST IN THE FUTURE.

AND PUTTING MONEY THAT WOULD BE OCCURRING IN ELEMENTARY SCHOOLS IS NOT PART OF THAT PLAN.

THAT'S CONCERNING TO ME.

JUST SAYING, OF COURSE, I WAS AN ELEMENTARY SCHOOL TEACHER.

I UNDERSTAND THE RESEARCH BEHIND HAVING A VERY STRONG ELEMENTARY SCHOOL CURRICULUM.

I DON'T DISAGREE. AND I DON'T THINK THAT YOU DISAGREE, BUT WE DON'T HAVE A PLAN FOR THAT IN THE FUTURE, WHICH IS CONCERNING TO ME.

I DON'T KNOW THAT WE'VE HAD A PLAN IN THE PAST.

BUT WE HAVE A PLAN NOW FOR MIDDLE SCHOOLS AND HIGH SCHOOLS, AND WE LEFT OUT OUR ELEMENTARY SCHOOLS.

SO THAT'S CONCERNING TO ME.

AND THEN I WAS GOING TO ASK SOMETHING ABOUT ATTENDANCE, BUT I CANNOT REMEMBER WHAT IT IS RIGHT NOW.

YOU MENTIONED SOMETHING [INAUDIBLE].

IT'S OKAY. JUST WANTED TO CLARIFY MY 3.7 MILLION IN ELEMENTARY SCHOOLS.

BUT OF COURSE, IF WE CAN MAKE SURE TO SOMEHOW HAVE A SUPPLEMENT FOR CAMPUSES THAT ARE LOW ATTENDANCE BECAUSE THEIR STUDENTS ARE IN POVERTY OR HAVE SOME TYPE OF PREDICAMENT FOR THEM TO GET TO SCHOOL I WOULD LOVE TO BE ABLE TO SEE THAT.

TRUSTEE GUIDRY.

OK. SO WHEN SLIDE TO FOLLOW UP ON ONE OF TRUSTEE DEIGAARDS' QUESTIONS ON SLIDE NUMBER SEVEN, I HAVE THE SAME QUESTION.

SO WHAT'S THE DIFFERENCE BETWEEN DISCRETIONARY ESSER FUNDS AS OPPOSED TO JUST ESSER FUNDS? REGULAR ESSER FUNDS, FOR INSTANCE THE VERY FIRST THE FIRST CATEGORIES.

HB 4545 TUTORIALS THEY HAVE TO SPEND IT ON TUTORIALS, COLLEGE AND CAREER READINESS AGAIN HAVE TO SPEND IT ON TUTORIALS OR PSAT SAT.

THE DISCRETIONARY FUNDS THEY ARE ABLE TO UTILIZE IT IN NOT SPECIFIC BUCKETS AS THE VERY FIRST CATEGORY.

YOU SAID IN NOT SPECIFIC BUCKETS OR SO.

RIGHT SO AS LONG AS THEY'RE PURCHASING THINGS UNDER FOR, THEY FOLLOW ESSER GUIDELINES ON THE DISCRETIONARY THEY CAN DO WHAT THEY NEED IN ORDER TO SUPPORT THE NEEDS AT THEIR CAMPUSES. FOR THE TOP GROUP, THOSE THE INNOVATION, THE WRAPAROUND SERVICES, THEY'RE VERY SPECIFIC THINGS THAT THEY HAVE TO FOLLOW IN ORDER TO SPEND THOSE FUNDS.

OKAY. SO THAT'S ADDITIONAL MONEY? THAT'S ADDITIONAL MONEY, YOU'RE CORRECT.

SO THEY HAVE THE WRAPAROUND SERVICES, 4545 COLLEGE AND CAREER READINESS.

AND THEN THEY ALSO RECEIVE DISCRETIONARY ESSER FUNDS.

OKAY. THANK YOU.

AND THEN ON SLIDE 15, THAT $12 MILLION DOLLAR DEFICIT I'M SORRY, THE $12 MILLION DOLLAR FALLOUT IS THAT THAT'S ON SLIDE 15.

SO THEN.

IS IS, I THOUGHT IT WAS $12 MILLION AM I WRONG THAT WE HAD $12 MILLION LEFT OVER FROM LAST YEAR BECAUSE OF NON USAGE?

[01:45:07]

IS THIS THE WRONG SLIDE? MAYBE I'M LOOKING AT THE WRONG SLIDE.

THE FALLOUT. WHERE IS THE FALLOUT? IT'S EMBEDDED IN.

SO WE'VE REDUCED EXPENDITURES FOR THE EXPECTED FALLOUT.

OH, SO IT WAS REDUCED FOR THE EXPECTED FALLOUT.

OK. RIGHT. OK SO THEN MY LAST.

NOW I UNDERSTAND. THANK YOU.

SO MY LAST QUESTION IS, IS IT POSSIBLE TO USE MORE OF THE ESSER FUNDS, HOLD ON TO MORE OF THAT $300 MILLION SO THAT IN THE FUTURE WE CAN ADD AND THAT CAN GROW AND WE CAN USE IT FOR SUSTAINABILITY? SO YOU'RE THINKING LIKE WE'VE BEEN FORCED TO THINK, OF COURSE, FOR THE LAST LAST SEVERAL, WEEKS, MONTHS AND LAST YEAR.

AND IT KIND OF GOES BACK TO WHAT DANI, TRUSTEE HERNANDEZ JUST TALKED ABOUT AS WELL.

YOU HAVE TO BE CAREFUL HOW MUCH YOU ADD IN TERMS OF ESSER TO CREATE THAT LACK OF SUSTAINABILITY OVER THE COURSE OF TIME AS WELL.

SO WE'RE TRYING OUR BEST TO FIND THAT BALANCE SO THAT WE CAN ENSURE THAT WE MAINTAIN SOME OF THE VERY POSITIVE AND EFFECTIVE SYSTEMS, PROCESSES, PROGRAMS, PEOPLE THAT WE DO PUT IN PLACE VIA ESSER.

ANYONE ELSE FOR ROUND THREE.

OK I'LL ROUND THIS OUT.

ON PAGE 16 OF THE Q&A, THIS LAST Q&A, BUDGET Q&A THERE WAS A QUESTION ASKED OF HOW MUCH WE'VE SPENT PER YEAR OVER THE LAST FIVE YEARS TO EFFORTS TO INCREASE ENROLLMENT.

AND THE ANSWER WAS, THERE'S A NEW DEPARTMENT THIS YEAR AND AS OF AUGUST 2021, THEY HAD SPENT 203,000 ON ENROLLMENT EFFORTS. SO MY QUESTION IS, WHAT HAS BEEN THE RETURN ON INVESTMENT ON THIS ON THIS MONEY? SO THIS IS OUT OF THE ENGAGEMENT OFFICE IF I'M NOT MISTAKEN AND CHIEF MAX [INAUDIBLE] IS NOT HERE RIGHT NOW, BUT WE CAN PROVIDE SOME ADDITIONAL INSIGHT. I'M SURE HE'S WATCHING.

SO LET'S PLEASE ACCOUNT FOR THAT, CHIEF [INAUDIBLE].

YEAH. I'M JUST CURIOUS IF WE'RE, YOU KNOW, HOW WE'RE ANALYZING AND HOLDING OURSELVES ACCOUNTABLE FOR THOSE EXPENDITURES. OBVIOUSLY, WE NEED TO INCREASE ENROLLMENT.

I DON'T THINK THERE'S A QUESTION AROUND THAT.

BUT, YOU KNOW, KNOWING IF WHAT THE EFFORTS WERE DOING ARE ACTUALLY YIELDING THE RESULTS THAT WE WANT.

OKAY. OK.

SO TRUSTEES, IN TERMS OF NEXT MEETINGS NEXT WEEK, THERE WAS A TENTATIVE HOLD ON YOUR CALENDAR.

THERE WILL BE NO BUDGET WORKSHOP NEXT WEEK.

SO WE HAVE A WHOLE WEEK WITH NO MEETINGS.

AND THEN IF WE HAVE ANY MORE BUDGET WORKSHOPS, WE WOULD DO IT ON THE DAY OF AGENDA REVIEW, BEFORE AGENDA REVIEW AND THEN HEARINGS ARE THE FOURTH THURSDAY INSTEAD OF THE THIRD THURSDAY IN MAY.

AND WE WOULD ATTACH IT TO THAT SAME DAY AS WELL.

BUT WE'LL GET THOSE DATES ON YOUR CALENDAR ONCE I WORK THOSE DATES OUT WITH SUPERINTENDENT HOUSE.

SO EVERYTHING'S TENTATIVE RIGHT NOW.

ALL RIGHT. WITH NO FURTHER BUSINESS TO DISCUSS, THIS MEETING OF THE BOARD IS ADJOURNED.

THE TIME IS 2:36 P.M.

ON APRIL 21ST, 2022.

BUENOS TARDES.

* This transcript was compiled from uncorrected Closed Captioning.