Link

Social

Embed

Download

Download
Download Transcript

[CALL TO ORDER]

[00:00:13]

THE TIME IS 2:01 P.M..

BOARD MEMBERS PRESENT IN THE BOARD AUDITORIUM ARE TRUSTEE WADE, TRUSTEE GUIDRY, TRUSTEE CRUZ, TRUSTEE DEIGAARD, TRUSTEE BAKER, TRUSTEE HERNANDEZ.

IS THERE ANYONE VIA ZOOM? NOT YET. I WOULD LIKE TO ASK EVERYONE TO PLEASE SILENCE ALL CELLPHONES.

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

SPEAKERS SHOULD PRACTICE NORMAL RULES OF DECORUM.

OBSCENE LANGUAGE AND PROFANITY WILL NOT BE TOLERATED, AS THIS IS A PUBLIC MEETING AND OUR STUDENTS ARE WATCHING.

ADDITIONALLY, DISRUPTIONS OF THE MEETING WILL NOT BE TOLERATED.

WE ASK THE AUDIENCE TO REFRAIN FROM INTERRUPTING SPEAKERS WHILE THEY PRESENT TO THE BOARD DURING THIS PORTION OF THE MEETING AND TO PROMPTLY END THEIR REMARKS WHEN THEIR TIMER RINGS INDICATING THE EXPIRATION OF THEIR TIME, SPEAKERS WILL GENERALLY BE GIVEN TO REMINDERS OF OUR PUBLIC COMMENT RULES.

IF THE SPEAKER CONTINUES TO VIOLATE THE RULES AFTER THESE REMINDERS, THE SPEAKER WILL BE ASKED TO LEAVE THE MEETING.

OUR TWO REGISTERED SPEAKERS ARE SIGNED UP TO ADDRESS OUR WORKSHOP TOPIC THE 2022-2023 BUDGET.

BOTH OF THEM WILL ADDRESS THE BOARD VIA ZOOM.

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

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

MISS TRINH, PLEASE IDENTIFY AND ADMIT OUR ZOOM SPEAKERS.

PRESIDENT CRUZ. NEITHER OF THE SPEAKERS HAVE JOINED OUR ZOOM LINK.

THANK YOU, MISS TRINH. DO I HAVE A MOTION TO APPROVE THE MINUTES OF THE SPECIAL MEETING HELD ON APRIL 21, 2022?

[CONSIDERATION AND APPROVAL OF MINUTES FROM APRIL 21, 2022]

IS THERE A SECOND SECOND ON THIS? WE HAVE A MOTION BY TRUSTEE BAKER AND A SECOND BY TRUSTEE HERNANDEZ.

PLEASE VOTE.

5 FOR, ZERO AGAINST, ZERO ABSTENTIONS.

[WORKSHOP TOPIC: 2022–2023 BUDGET]

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

THANK YOU, PRESIDENT CRUZ AND GOOD AFTERNOON TO ALL TRUSTEE MEMBERS.

TODAY WE ARE OF COURSE LOOKING FORWARD TO PRESENTING OUR SIXTH BUDGET WORKSHOP OF THE YEAR.

TODAY'S PRIMARY FOCUS WILL BE TO PROVIDE AN OVERVIEW OF OUR CENTRALLY FUNDED EXPENDITURES AND THE CENTRALLY FUNDED BUDGET REDUCTIONS THAT WILL BE MAKING FOR THE 22-23 SCHOOL YEAR.

WE WILL THEN THEREAFTER REVISIT THE CONVERSATION AROUND THE DISTRICTS, FUND BALANCE AND PROVIDE INSIGHT AS TO THE OVERALL BUDGET FOR THE UPCOMING FISCAL YEAR.

TO CLOSE OUT, WE WILL END WITH A FEW SLIDES REGARDING THE HISTORY OF THE PUA ALLOTMENT AND HOW IT HAS EVOLVED OVER THE PAST SEVERAL YEARS OR DECADE.

WE'LL BEGIN WITH AN OVERVIEW OF THE CENTRALLY FUNDED EXPENDITURES.

NOW ON THIS PIE CHART THAT YOU SEE.

YOU CAN SEE HOW THE 466 MILLION OF CENTRALLY FUNDED EXPENDITURES INCLUDED IN THE ADOPTED 2122 BUDGET BREAKDOWN BY SPECIFIC DEPARTMENT.

AS YOU'LL SEE IN THE REMAINDER OF THE PRESENTATION, THESE CENTRALLY FUNDED SERVICES PROVIDE CRITICAL SUPPORTS THAT OUR SCHOOLS AND STUDENTS DEPEND ON EVERY SINGLE DAY.

THE MAJORITY OF THESE FUNDS RESIDE ACROSS THREE MAJOR DIVISIONS, AS YOU CAN SEE IN THE LIGHTER COLORED ACADEMICS ON THE FAR LEFT, AS

[00:05:01]

WELL AS THE OPERATIONS ON THE BOTTOM IN THE YELLOW, AND OF COURSE, ACADEMICS AS WELL, AND OF COURSE, THE INFORMATION TECHNOLOGY OFFICE. SO THOSE ARE THE THREE MAJOR AREAS THAT YOU SEE THAT MAKE UP A MAJORITY OF OF THESE EXPENDITURES.

NEXT SLIDE.

NOW, THIS SLIDE SHOWS HOW THE 466 MILLION OF CENTRALLY FUNDED EXPENDITURES BREAK DOWN BY COMMITMENT CATEGORY.

THE KEY TAKEAWAY IS THAT APPROXIMATELY 64% OF ALL CENTRALLY FUNDED EXPENDITURES ARE COMPENSATION AND BENEFITS OF OUR EMPLOYEES. THESE ARE EMPLOYEES WHO DAY IN AND DAY OUT, PROVIDE ESSENTIAL SERVICES FOR STUDENTS AND FAMILIES.

THESE EMPLOYEES ENSURE THAT OUR STUDENTS ARE SAFE, HAVE ACCESS TO TRANSPORTATION, CLEAN BUILDINGS, FUNCTIONING TECHNOLOGY, AND THAT THEY ENSURE COMPLIANCE WITH STATE AND FEDERAL REGULATIONS.

AND THAT THEY ALSO PROVIDE THE ACADEMIC SUPPORT AND SERVICES NECESSARY TO SCHOOLS TO PROMOTE HIGH QUALITY TEACHING AND LEARNING.

NOW IN THIS SLIDE, YOU'LL SEE THE CHANGE IN THE NUMBER OF CENTRALLY FUNDED POSITIONS BETWEEN 2017 AND 2018 AND THE 21-22 SCHOOL YEAR AS WELL YOU'LL SEE HERE, AS YOU CAN NOTE ON THIS PARTICULAR CHART, THE JOB CATEGORIES WITH THE LARGEST NUMBER OF INCREASES BETWEEN THESE TIME PERIODS ARE CROSSING GUARDS, AS YOU'LL SEE, WRAPAROUND SERVICES DEPARTMENT.

NOW TO NOTE HERE, A WRAPAROUND SERVICE EXPANSION WAS REQUIRED, OF COURSE, BY BOARD RESTRAINTS.

IF YOU EXCLUDE THE INCREASES FOR THESE TWO GROUPS, THE CROSSING GUARDS AND THE WRAPAROUND SERVICES, THE TOTAL NUMBER OF CENTRALLY FUNDED FTES HAS ACTUALLY DECREASED BY 10.4% SINCE 2017 2018.

AS I'VE STATED IN PRIOR WORKSHOPS, I'VE WAS TASKED BY I'VE TASKED MY TEAM WITH IDENTIFYING $60 MILLION IN CENTRALLY FUNDED EXPENDITURES THAT WE COULD REDUCE ACROSS DEPARTMENTS TO HELP COVER THE BUDGET DEFICIT FOR NEXT YEAR.

THESE CUTS REQUIRED SOME SOME EXTREMELY TOUGH AND CHALLENGING DECISIONS AS AS WE'LL HAVE A SIGNIFICANT IMPACT ON, OF COURSE, THE SUPPORTS THAT WE CAN PROVIDE TO OUR SCHOOLS AND STUDENTS.

HOWEVER, WE DO BELIEVE THAT WE HAVE MADE THE NECESSARY DECISIONS AS THOUGHTFULLY AS POSSIBLE AND WITH A FOCUS ON ON WHAT IS BEST FOR STUDENTS AND THEIR OUTCOMES.

NOW, OUR TEAM USED THE FOLLOWING FRAMEWORK IN THEIR DECISION MAKING AS THEY PROPOSED THEIR REDUCTIONS.

THEY CONSIDERED HOW THESE CUTS WILL IMPACT THE DISTRICT'S PROGRESS TOWARDS BOARD GOALS, HOW THESE REDUCTIONS IMPACT THE ABILITY FOR THE DISTRICT TO CARRY OUT THE OBJECTIVES OF THE STRATEGIC PLAN.

AND FINALLY, HOW THEY CAN LEVERAGE THESE REDUCTIONS TO INCREASE EFFICIENCIES ACROSS AREAS THAT THEY ARE RESPONSIBLE FOR AS CHIEFS.

WITH THAT BEING SAID, YOU WILL NOW HEAR FROM THE RESPECTIVE CHIEFS OF OF THE DIFFERENT OFFICES AS AS A AS THEY'LL DESCRIBE THE IMPACT IN THEIR PARTICULAR AREAS.

AT THIS TIME, I'D LIKE TO PASS THINGS OVER TO DR.

SEAN BIRD, OUR CHIEF ACADEMIC OFFICER, TO DISCUSS THE REDUCTIONS AND THE IMPACT IN THE ACADEMIC OFFICE.

DR. BYRD. THANK YOU, SUPERINTENDENT HOUSE.

AS YOU MENTIONED IN THE EARLIER SLIDE, ACADEMICS COMPRISES $143.5 MILLION IN GENERAL FUNDS OF THE BUDGET.

AND THESE ARE THE MAIN AREAS WE THAT WE SUPPORT.

SO OBVIOUSLY THE LARGEST AREA OF SUPPORT FOR INSTRUCTION THAT INCLUDES INSTRUCTIONAL COACHES, RESOURCES, TRAINING, INSTRUCTIONAL MATERIALS AND THEN STUDENT SUPPORT SERVICES IS OUR SECOND LARGEST DEPARTMENT, INCLUDING WRAPAROUND SERVICES, COUNSELING, MEDICAL SERVICES, THOSE TYPES OF THINGS.

COLLEGE CAREER AND MILITARY READINESS IS THE THIRD GROUP WITH 18.2 MILLION, AND THEN RESEARCH AND ACCOUNTABILITY, WHICH INCLUDES STUDENT TESTING, RESEARCH AND ACCOUNTING, THE RESEARCH DEPARTMENT, AS WELL AS OTHER FUNCTIONS IN THE RESEARCH AREA.

SO THAT'S A TOTAL OF OUR CURRENT ADOPTED BUDGET AND IF WE GO TO THE NEXT SLIDE.

SO WHEN I WAS WHEN WE WERE LOOKING AT WHAT TO REDUCE TO GET TO THE AMOUNT THAT WE NEEDED TO SUPPORT THE BUDGET REDUCTIONS, THE FIRST TOPIC YOU'LL SEE THERE IS REDUCED CURRICULUM SPECIALIST MANAGERS, TDS POSITIONS AND ACADEMIC SUPPORTS.

SO THIS IS PART OF THE RESTRUCTURE THAT IS GOING TO OCCUR WITH THE ADOPTION OF HIGH QUALITY INSTRUCTIONAL MATERIALS.

SO THERE'S NO LONGER A NEED FOR THERE'S A REDUCED NEED FOR WRITING CURRICULUM.

SO WE WILL PROVIDE SCOPE AND SEQUENCE AND THEN TEACHERS WILL DO THEIR DAILY LESSON PLANS AS THEY AS THEY DO NOW.

[00:10:05]

THERE ARE SOME VACANT POSITIONS THAT WE WERE ABLE TO CLOSE, AND THE TDS POSITION WE HAVE, WE HAVE REALIGNED THAT TO MATCH THE STRATEGIC PLAN.

AND SO THOSE THE TDS POSITION IS BEING ELIMINATED.

BUT THERE'S ANOTHER POSITION THAT'S BEING CREATED THAT THOSE EMPLOYEES WILL BE ELIGIBLE TO APPLY FOR THE SAME WITH TDS MANAGERS.

SO SOME OF THIS IN ACADEMICS IS ALSO ABOUT REDUCING FLATTENING OUT THE ORGANIZATION A BIT AND SENDING MORE SUPPORT TO SCHOOLS.

SO THAT WOULD BE A REDUCTION OF 4.1 MILLION AND THIS INCLUDES SOME VACANT POSITIONS I SAID.

THE NEXT AREA, WHICH WILL RESULT IN $12 MILLION OF SAVINGS, IS TO FUND ALL THE WRAPAROUND SPECIALISTS THROUGH ESSER FUNDS.

AS YOU MAY KNOW, THERE ARE SEVERAL ADDITIONAL POSITIONS THAT WE ADDED THIS YEAR THAT ARE ALREADY FUNDED THROUGH ESSER.

THIS IS MOVING ALL OF THE THOSE POSITIONS THAT SCHOOLS TO FUND THEM THROUGH ESSER.

SO THIS DOESN'T HAVE AN IMMEDIATE IMPACT IN TERMS OF LAYOFFS OR RIFTS.

BUT BEYOND TWO YEARS WITH ESSER FUNDING, WE WOULD NEED TO IDENTIFY ADDITIONAL FUNDING FOR THAT GROUP.

THE NEXT AREA IS IN COLLEGE AND CAREER READINESS.

AGAIN, THIS IS SOME VACANT POSITIONS CLOSED, SOME FLATTENING OUT OF THE ORGANIZATION AND SOME REPURPOSING OF POSITIONS.

SO THERE WILL BE FEWER NUMBER OF ADVISORS AT SCHOOLS.

THAT'S A $3.7 MILLION REDUCTION.

AND THE IMPACT OF THAT REALLY IS THAT LESS DIRECT STUDENT SUPPORT IN COLLEGE ADVISING FAFSA COMPLETION AND COLLEGE APPLICATION SUBMISSION.

AND THEN FINALLY, THE OR NOT FINALLY.

ALMOST FINALLY. CURRENTLY WE FUND AT THE DISTRICT LEVEL TESTING FOR AP AND IB TESTING AS WELL AS OTHER SUPPORT FEES.

WE WOULD THEN PUSH THOSE OUT TO THE CAMPUSES, WOULD BE RESPONSIBLE FOR PAYING FOR THAT THROUGH THEIR CAMPUS FUNDS.

THIS WOULD BE A $3.2 MILLION BUDGET REDUCTION AND WE CURRENTLY TEST FOR GT.

WE DO IT UNIVERSALLY TWICE IN A CHILD'S EXPERIENCE WITH US.

IT'S KINDERGARTEN AND FIFTH GRADE.

OF COURSE, A PARENT CAN ASK ANY TIME.

FOR THEIR CHILD TO BE TESTED AND WE HONOR THAT REQUEST.

WE WOULD ELIMINATE THE FIFTH GRADE UNIVERSAL TESTING AND TEST EVERYBODY IN KINDERGARTEN, AND THAT WOULD THAT'S ALSO ACCOUNTING FOR SOME BUDGET SAVINGS, PRETTY SIGNIFICANT AMOUNT OF BUDGET SAVINGS. AGAIN, WE WON'T DENY ANY PARENT TEST IF THEY ASK ANYTIME WE DO IT, IT'S JUST WE WILL ONLY UNIVERSALLY DO IT ONE TIME, WHICH IS ACTUALLY IN LINE WITH WITH OTHER SCHOOL DISTRICTS. AND THEN THE LAST 341,000 IS THE ELIMINATION OF VARIOUS TITLE ONE PROGRAMING THAT WE CURRENTLY HAVE.

THIS IS IN ALIGNMENT WITH THE STRATEGIC PLAN THAT WE'RE SENDING MORE TITLE ONE DOLLARS TO THE CAMPUS.

SO WE'LL REDUCE SOME CENTRAL PROGRAMS, BUT BE ABLE TO SUPPORT SCHOOLS STILL IN THE HIGHEST NEED STUDENTS.

SO THAT RESULTS IN A $23.3 MILLION REDUCTION FOR OUR 2223 BUDGET.

SUPERINTENDENT. THANK YOU, CHIEF BIRD.

AT THIS TIME, I'D LIKE TO INVITE CHIEF SCOTT GILHOUSEN TO THE MICROPHONE TO TALK A LITTLE BIT ABOUT, OF COURSE, OUR INFORMATION TECHNOLOGY REDUCTIONS, CHIEF GILHOUSEN.

THANK YOU, SUPERINTENDENT HOUSE AND GOOD AFTERNOON, BOARD TRUSTEES.

WHEN YOU START TO LOOK AT THE IT BUDGET OVERALL, THE IT DEPARTMENT RUNS AN OFFICE OF ABOUT $65 MILLION.

AS PART OF THAT BUDGET IN ITSELF, ABOUT 70% OF THAT IS GEARED TOWARDS DISTRICT WIDE PROGRAMS, EITHER THROUGH SOFTWARE CONTRACTS OR THROUGH THE 1 TO 1 PROGRAM.

SO THE 1 TO 1 PROGRAM, IMPLEMENTATION, SERVICE AND SUPPORT AREA COMPROMISES OF OUR COMPUTER DEVICES IN OUR POWER UP HIGH SCHOOLS OR MIDDLE SCHOOLS THAT ARE CONSIDERED VERIZON SCHOOLS.

AND THEN AT OUR ELEMENTARY SCHOOLS WHERE WE'VE GOT COMPUTER LABS AND COMPUTER EQUIPMENT STORED OUT THERE.

ALSO PART OF THAT IS OUR TECHNICAL SUPPORT TECHNICIANS THAT ARE LOCATED OUT THERE.

WE ALSO DO COMPUTER DEVICE REPAIRS, REFRESHES, AND THEN WE ALSO DO REPLENISHMENT OF THE LOST STOLEN DEVICES.

CURRENTLY, THE INVENTORY IS ALMOST APPROXIMATELY 200,000 DEVICES THAT CONSIST OF IPADS, LAPTOPS AND CHROMEBOOKS.

THE SECOND AREA IS NETWORK CONNECTIVITY SYSTEMS, CYBERSECURITY AND INFRASTRUCTURE SUPPORT.

THIS IS AN AREA.

PART OF THE FUNCTION IS TO SUPPLY INTERNET ACCESS FOR ALL OUR STUDENTS AND EMPLOYEES ACROSS THE DISTRICT, AS WELL AS OUR SITE TO SITE NETWORK CONNECTIVITY.

SO ESSENTIALLY CONNECTING OUR SCHOOLS TO EACH OTHER, ALL OF OUR WIRELESS CONNECTIVITY THROUGHOUT THE DISTRICT.

SO WE SUPPORT ABOUT 18,000 WIRELESS ACCESS POINTS ACROSS THE ENTIRE DISTRICT FOR CONNECTIVITY.

WE ALSO HAVE BACK END SYSTEMS WHICH ARE PART OF THE DATA CENTER FACILITY SERVER STORAGE AREAS.

OUR DEPARTMENT ALSO HANDLES THE ACCOUNT PROVISIONING FOR ROLES TO APPLICATIONS ACROSS THE DISTRICT AS WELL AS THE TELEPHONY, PRINT SERVICES, RECORDS MANAGEMENT IN THE DISTRICT.

AND TO KIND OF WRAP AROUND ALL OF THAT IS THE CYBERSECURITY COMPONENT TO KEEP EVERYTHING SAFE.

THE THIRD AREA IS THE ENTERPRISE WIDE APPLICATIONS IN DISTRICT INTEGRATION.

[00:15:03]

SO THIS IS OUR MAJOR DISTRICT WIDE APPLICATIONS, SUCH AS OUR FINANCIAL SYSTEM, OUR HUMAN RESOURCE SYSTEM, OUR STUDENT INFORMATION SYSTEMS. SO WHERE WE DO OUR TEACHER GRADE BOOK OR ATTENDANCE REPORTING OR STATE REPORTING PIECES OF THAT, OUR FINANCIAL SYSTEM, WHICH HAS THE ACCOUNTS PAYABLE, ACCOUNTS RECEIVABLE, TRAVEL MANAGEMENT, PROCUREMENT, AS WELL AS THE HUMAN RESOURCES FOR PAYROLL AND EMPLOYEE SERVICES.

WE ALSO HAVE A LEARNING MANAGEMENT REPOSITORY, WHICH IS OUR LEARNING MANAGEMENT SYSTEM TODAY THAT'S GOING TO HOUSE OR TO BE ABLE TO HOUSE DIGITAL CONTENT FOR OUR TEACHERS AND STUDENTS TO BE ABLE TO COLLABORATE TOGETHER AS WELL AS THE OUR DATA WAREHOUSE, WHICH AGGREGATES ALL THE DATA FROM VARIOUS SYSTEMS TO BE ABLE TO DO REPORTING OUT AMONG ALL OF THAT THE DEPARTMENTS IN CHARGE OF ALL THE DATA INTEGRATIONS THAT TAKE PLACE ACROSS THE DISTRICT.

SO WE HAVE ABOUT 4500 DIFFERENT DATA INTEGRATIONS THAT ARE TAKING PLACE DAILY ACROSS THE DISTRICT.

AS PART OF THIS TEAM, THEY FOCUS ON MAJOR FUNCTIONALITY, NEW FUNCTIONALITY, BREAK FIX WHEN IT COMES TO APPLICATIONS, SOME OF THE NEW SOFTWARE ENHANCEMENTS AS WELL AS THE DATA INTEGRATIONS.

THE FOURTH AREA IS AROUND DISTRICT SOFTWARE LICENSING, SERVICE AND SUPPORT.

SO THIS IS WHERE WE HAVE ABOUT 85 DIFFERENT SOFTWARE APPLICATIONS.

SO WHEN I MENTIONED OUR FINANCIAL SYSTEM OR HR SYSTEM OR A LEARNING MANAGEMENT SYSTEM, WE ALSO HAVE INSIDE THIS AREA, WE ALSO PAY FOR ALL OF OUR MAINTENANCE ON HARDWARE. WHEN IT COMES TO THE NETWORK INFRASTRUCTURE EQUIPMENT, WE DO INTERNET FILTERING AS WELL AS THE LEARNING MANAGEMENT SYSTEM.

NEXT SLIDE, PLEASE.

WHEN WE TOOK A LOOK AT THE AREAS TO FOCUS ON REDUCTIONS, WE'RE LOOKING TO DO THE REDUCTION OF POWER UP DEVICES, THE LEASE PROGRAM.

SO THIS IS IN OUR HIGH SCHOOLS THAT WE'RE LOOKING TO SHIFT THAT FUNDING OVER TO ESSER FOR THE TIME BEING, WE'LL HAVE TO LOOK AT LONG TERM FUNDING, IN ESSENCE, EITHER THROUGH A BOND PROGRAM OR A DISTRICT WIDE PROGRAM TO FUND IT LONG TERM.

AND THEN THE OTHER AREA THAT WE FOCUSED ON WAS COMPUTER.

VICE REPAIRS AND CONTRACTED SERVICES TO DO THOSE REPAIRS.

WE'RE GOING TO SHIFT SOME OF THAT FUNDING OVER TO ESSER FUNDING AS WELL FOR A SHORT DURATION UNTIL WE HAVE A LONGER TERM SUSTAINABILITY PLAN FOR COMPUTER DEVICES ACROSS THE DISTRICT. THANK YOU, CHIEF GILHOUSEN .

I'D LIKE TO INVITE OUR CHIEF COMMUNITY ENGAGEMENT OFFICER MAX MOLL TO TO THE MICROPHONE TO TALK A LITTLE BIT ABOUT BOTH HIS BUDGET ALLOCATIONS AS WELL AS REDUCTIONS IN HIS RESPECTIVE DEPARTMENT.

THANK YOU, SUPERINTENDENT.

AS YOU CAN SEE ON THE SLIDE, THE ENGAGEMENT OFFICE IS BROKEN DOWN INTO FOUR AREAS COMMUNICATIONS, FAMILY AND COMMUNITY ENGAGEMENT.

THAT INCLUDES COMMUNITY RELATIONS, FAMILY AND COMMUNITY ENGAGEMENT, AND THEN PARENT AND COMMUNITY ASSISTANCE.

OUR GOVERNMENT RELATIONS EFFORTS, AS WELL AS BOARD SERVICES AND OUR ALLOCATIONS ARE BROKEN OUT WITH COMMUNICATIONS BEING 3.1 MILLION, FACE TWO AND A HALF MILLION AND THE GOVERNMENT RELATIONS AND BOARD SERVICES 500,000 AND 700,000 RESPECTIVELY.

WHEN WE LOOK TO OUR REDUCTIONS.

WE'RE GETTING TO THE 837,000 NUMBER THROUGH A VARIETY OF WAYS.

THE BIGGEST CHUNK COMING FROM VACANCY CLOSURES, BOTH IN COMMUNICATIONS, WHICH TAKES THE BIGGEST CHUNK OF THAT, AS WELL AS THE BOARD SERVICES VACANCY CLOSURE, WHICH I KNOW THE BOARD IS AWARE OF.

WE'RE ALSO REDUCING OUR CONTRACTS FOR GOVERNMENT RELATIONS, SLASH LOBBYING, AND THEN WE'RE REDUCING OUR DEPARTMENT'S NON-SALARY BUDGETS.

AS FAR AS IMPACTS GO.

THE SERVICES THAT CAMPUSES AND DEPARTMENTS WILL GET FROM COMMUNICATIONS WILL BE IMPACTED.

THE BOARD SERVICES VACANCY CLOSURE WILL WILL MEAN THAT STAFF TAKES ON MORE RESPONSIBILITIES ARE CUTTING OUR LOBBYING CONTRACTS DOWN.

IT MEANS LESS EXTERNAL LEGISLATIVE SUPPORT.

THEY PLAY A BIG ROLE IN OUR APPROPRIATIONS REQUESTS, WHICH BRING IN SIGNIFICANT DOLLARS TO THE DISTRICT AND WILL ALSO IMPACT LEGISLATIVE ADVOCACY EFFORTS.

AND THEN OUR REDUCTION OF DEPARTMENTS THAT ARE NON-SALARY BUDGETS OR OPERATIONAL BUDGETS.

THAT JUST MEANS FEWER FUNDS AVAILABLE TO SUPPORT THE WORK OF THE DEPARTMENT.

SO THOSE REDUCTIONS TOTAL UP TO THAT 837,000 NUMBER THAT YOU SEE.

THANK YOU, CHIEF MOHL. AT THIS TIME, I'LL INVITE OUR CHIEF OF SCHOOLS, DR.

DENISE WATTS, TO SHARE A LITTLE BIT ABOUT BOTH HER ADOPTED BUDGET ALLOCATIONS, AS WELL AS REDUCTIONS AS WELL.

DR. WATTS, THANK YOU.

GOOD AFTERNOON.

AS YOU CAN SEE, THE SCHOOLS OFFICE IS BROKEN DOWN INTO THREE MAJOR COMPONENTS, THE INNOVATION AND STRATEGY OFFICE.

AS YOU CAN SEE THAT THAT DIVISION HOUSES OUR SCHOOL CHOICE AND MAGNETS, OUR CHARTER EFFORTS, AS WELL AS INNOVATIVE SCHOOLS, AND ALSO OUR ENROLLMENT EFFORTS ACROSS THE DISTRICT.

[00:20:02]

THE SCHOOL'S OFFICE IS MADE UP OF THREE ELEMENTARY OFFICES, A MIDDLE SCHOOL OFFICE AND THE HIGH SCHOOL OFFICE.

THE WORK OF THAT SPECIFIC DIVISION IS AROUND SUPPORTING, DEVELOPING AND MONITORING PROGRESS TO GOAL IN SCHOOLS, BEING A THOUGHT PARTNER WITH PRINCIPALS, OFFERING SUPPORT ON DEMAND, SERVING ALSO AS A LIAISON BETWEEN THE DISTRICT AND THE SCHOOLS AND THE COMMUNITY AND THE SCHOOLS.

THE LEADERSHIP DEVELOPMENT OFFICE IS RESPONSIBLE FOR THE PROFESSIONAL DEVELOPMENT OF OUR LEADERS, BOTH PRINCIPALS AND OUR TWO TIER TWO LEADERS, SO THAT WE HAVE THE BEST PRINCIPALS IN EVERY SEAT.

BUT WE ALSO HAVE A PIPELINE OF AVAILABLE PRINCIPALS THAT WE'RE BUILDING THEIR CAPACITY AS WE GO.

AS YOU CAN SEE THOSE ITEMS, YOU CAN SEE THE RESPECTIVE AMOUNTS OF EACH OF THOSE DIVISIONS ORIGINALLY ALLOCATED TO THE SCHOOLS OFFICE BUDGET WAS AN ALLOCATION OF ABOUT 1.6 MILLION THAT, UPON THE REORG OF THE DISTRICT, WAS MOVED OUT OF THE SCHOOLS DIVISION AND WENT OVER TO TALENT. BUT THE TOTAL SUM OF THE ORIGINAL ADOPTED BUDGET ALLOCATION COMES TO 11.5 MILLION.

AS WE LOOKED AT REDUCTIONS AT THE CENTRAL OFFICE LEVEL, BASICALLY BECAUSE MY BUDGET IS MOSTLY MADE UP OF PEOPLE, THAT WAS REALLY THE ONLY PLACE TO CUT.

SO SALARIES AND BENEFITS IS WHERE THE CUTS WILL OCCUR.

THAT INCLUDES TWO DIRECTORS, TWO ASSISTANT SUPERINTENDENTS AND SIX SCHOOL SUPPORT OFFICERS.

THAT WILL HAVE AN IMPACT AS IT RELATES TO THE EFFICIENCY IN WHICH WE BROKER SERVICES, CASCADE INFORMATION TO SCHOOLS, HOW WE'RE ABLE TO MONITOR, SUPERVISE AND PROVIDE COACHING AND PROFESSIONAL DEVELOPMENT.

IT WILL ALSO MINIMIZE EFFORTS TO SOLVE PROBLEMS QUICKLY IN SOME CASES.

IT DECREASES OUR CAPABILITY TO RESPOND TO EXTERNAL SHAREHOLDER INQUIRIES AND FACILITATE ENGAGEMENT WITH SCHOOLS.

THERE WAS ALSO A SMALL POT OF MONEY IN THE SUM OF ABOUT $83,000 THAT WAS ALLOCATED TOWARDS CAREER PATHWAYS AND THE TEACHER LEADER PROGRAM.

WE WILL ALSO BE REDUCING OUR BUDGET IN THAT RESPECTIVE AREA AT ABOUT $83,000.

THAT WILL WEAKEN OUR LEADERSHIP CAPACITY AND PIPELINE STRATEGY.

AND IT COULD NEGATIVELY IMPACT RETENTION OF TOP TEACHERS.

AND THE TOTAL THAT MY DEPARTMENT IS CONTRIBUTING TO THE REDUCTIONS IS 1.7 MILLION.

THANK YOU, DR. WATTS.

AT THIS TIME, I'D LIKE TO INVITE OUR CHIEF TALENT OFFICER, JEREMY GRANT SKINNER, TO TALK A LITTLE BIT ABOUT, OF COURSE, HIS BUDGET ALLOCATIONS AND REDUCTIONS AS WELL.

CHIEF SKINNER. GOOD AFTERNOON.

YOU SEE HERE THAT THE TALENT OFFICE IS ORGANIZED IN TWO SECTIONS, PROFESSIONAL STANDARDS AND EMPLOYEE RELATIONS AND TALENT ACQUISITION AND PERFORMANCE MANAGEMENT.

MOST OF THE BUDGET, MOST OF THE ABOUT $9 MILLION BUDGET FOR THE TALENT OFFICE IS FOR STAFF WHO WORK ON RECRUITING AND HIRING, WHO MANAGE OUR COMPENSATION AND EMPLOYEE DATA, WHO PROVIDE BENEFITS AND EMPLOYEE SERVICES AND OTHER SUPPORTS TO OUR EMPLOYEES AND SUPERVISORS ACROSS THE DISTRICT.

THIS SLIDE, ALSO IN PARENTHESES, IDENTIFIES SOME OF THE BIGGEST NON SALARY BUDGET ITEMS WITHIN THE DEPARTMENT.

WE HAVE SOFTWARE THAT SUPPORTS OUR MANAGEMENT OF GRIEVANCES AND COMPLAINTS AND TITLE NINE INVESTIGATIONS.

WE FUND BACKGROUND SCREENING FOR VOLUNTEERS DISTRICT WIDE AND WE FUND PHYSICALS FOR EMPLOYEES AND CANDIDATES FOR SAFETY SENSITIVE POSITIONS ACROSS THE DISTRICT.

WE ALSO HAVE NON PERSONNEL BUDGET TO SUPPORT OUR RECRUITMENT EFFORTS, ADS, SUBSCRIPTIONS, REGISTRATION FEES, TRAVEL, ETC.

AND AND ALSO HAVE A BUDGET LINE ITEM TO SUPPORT THE TEACH FORWARD PROGRAM THAT HAS SUPPORTED SOME OF OUR HISD GRADUATES TO GET INTO A PIPELINE TOWARD TOWARD A TEACHING CAREER.

I'M GOING TO INTERRUPT YOU FOR JUST A SECOND.

WE'VE BEEN JOINED VIA ZOOM BY TRUSTEE ALLEN, AND WE'VE ALSO BEEN JOINED BY TRUSTEE BLUEFORD-DANIELS AND TRUSTEE SANTOS.

SORRY. THANK YOU.

ON THE NEXT SLIDE, YOU SEE THAT WE HAVE PLANNED FOR ONE AND A HALF MILLION DOLLARS OF REDUCTIONS IN THE IN THE FY 23 BUDGET. THE FIRST ITEM IS A REDUCTION TO THAT TEACH FORWARD PROGRAM BUDGET.

[00:25:05]

I JUST DESCRIBED THAT SOME WE HAVE NOT BEEN OPERATING, WE'VE NOT BEEN RECRUITING NEW STUDENTS INTO THAT PROGRAM THROUGH OUR PARTNERSHIP RECENTLY. SO WE'RE RETAINING FUNDING TO SUPPORT THE CONTINUED SUPPORT FOR STUDENTS WHO ARE ALREADY IN THAT PROGRAM.

BUT THIS REDUCTION DOES POTENTIALLY DECREASE THE NUMBER OF HISD GRADUATES IN THE TEACHER PIPELINE IN THE FUTURE.

THE NEXT ITEM IS A PLACE WHERE WE DON'T SEE AN ANTICIPATED IMPACT ON OPERATIONS.

WE'RE JUST ALIGNING THE BUDGETS FOR BACKGROUND SCREENING, PHYSICALS AND A COUPLE OF OTHER ITEMS BASED ON LOWER RECENT COST TRENDS.

THE THIRD ITEM IS WE ARE REDUCING THE GENERAL FUND RECRUITMENT COSTS.

THIS IS A AN EXCEPTION TO THE OTHER THINGS ON THE SLIDE WHERE THIS IS NOT A PLACE WE'RE ACTUALLY LOOKING TO DECREASE THE WORK THAT WE'RE DOING.

BUT WE HAVE ALREADY ALLOCATED ESSER FUNDS TO ACTUALLY EXPAND OUR ABILITY TO IMPLEMENT A COMPREHENSIVE RECRUITMENT PLAN THAT REALLY IS DESCRIBED IN OUR PRIOR CONVERSATIONS ABOUT THE STRATEGIC PLAN.

AND THEN FINALLY, WE WILL BE ELIMINATING A NUMBER OF GENERAL FUND POSITIONS ACROSS THE DIFFERENT AREAS OF OUR WORK, SAVING ABOUT 400,000.

AND IN THAT CASE, WE WILL NEED TO ASSIGN WORK DIFFERENTLY AND IDENTIFY SOME WAYS TO WORK MORE EFFICIENTLY.

THANK YOU. THANK YOU, CHIEF GRANT SKINNER.

AT THIS TIME, I'D LIKE TO INVITE OUR CHIEF OPERATIONS OFFICER, WANDA PAUL, TO THE PODIUM TO CHAT A LITTLE BIT ABOUT HER ALLOCATIONS, AS WELL AS HER REDUCTIONS AS WELL IN THE OPERATIONS DEPARTMENT.

CHIEF PAUL, THANK YOU, SUPERINTENDENT HOUSE, AND GOOD AFTERNOON TO THE BOARD.

AS YOU CAN SEE IN THE DESCRIPTION, THESE ARE THE MAIN COMPONENTS OF OUR $189 MILLION BUDGET.

WE HAVE OBVIOUSLY ONE OF THE BIGGER BUDGETS.

THE FIRST LINE SPEAKS TO THE CHIEF OPERATING OFFICE, AND THAT'S WHERE I HAVE SOME DISCRETION TO HELP DEPARTMENTS WITHIN THE DIVISION WHEN THEY HAVE SHORTFALLS IN THEIR BUDGETS.

IT ALSO GIVES US IT GIVES ME THE OPPORTUNITY TO PROVIDE ADDITIONAL FUNDING FOR EMERGENCIES AND OTHER UNEXPECTED EVENTS.

THE SECOND LINE IS OUR BUSINESS OPERATIONS, WHICH CURRENTLY HOUSES OUR CUSTOMER CARE TRAINING, COMPLIANCE, LEADERSHIP DEVELOPMENT, INFORMATION TECHNOLOGIES, SUPPORT OF REAL ESTATE SECURITY DISPATCH AND ACCESS, AND OF COURSE, OTHER DUTIES AS ASSIGNED.

THE NEXT LINE IS FACILITY SERVICES ADMINISTRATION.

THESE ARE OUR CUSTODIANS, OUR BUS DRIVERS.

WE SERVICE 256 CAMPUSES, 500 BUILDINGS, AND MORE THAN 1300 TEMPORARY BUILDINGS.

IN TOTALITY, THAT'S 30 MILLION SQUARE FEET.

AS I SAID BEFORE, WE HAVE OUR CUSTODIANS, OUR CROSSING GUARDS, OUR HEATING AND AIR CONDITIONING TECHNICIANS, ELECTRICAL PLUMBING, ALL OF OUR CRAFTS, ROOFING, WELDING SHEET METAL AND SO FORTH.

SO THAT'S 130 AND A HALF MILLION DOLLARS.

THEN, OF COURSE, OUR TRANSPORTATION DEPARTMENT, OUR BUS DRIVERS.

OUR ROUTING AND SCHEDULING.

TRAINING ELEMENTS ARE BUS TERMINALS.

OF COURSE, FLEET SERVICES, WHICH INCLUDES MAINTAINING THE BUSSES AND THE WHITE FLEET FOR THE DISTRICT.

NUTRITION SERVICES, UNDER THIS UMBRELLA IS A SMALL PART OF A MAINTENANCE PERSONNEL THAT HELP WITH THE SCHOOL KITCHENS.

SO OVERALL, OUR 9 MILLION GENERAL FUND.

NEXT SLIDE, PLEASE.

SO THE STRATEGY IN TERMS OF THE REDUCTION OVERALL IS A $13.4 MILLION REDUCTION.

IT'S TO FOCUS ON OUR VACANT POSITIONS.

AS YOU CAN SEE, WE REDUCED THE BUDGET BY $7 MILLION WITH VACANT HOURLY BUS DRIVER POSITIONS.

THE IMPACT IS, OF COURSE, IF WE HAVE A GROWTH IN ENROLLMENT, THEN IT MAY NEGATIVELY IMPACT US AS WELL AS SOME OF THE HOURLY DOLLARS WE USE TO MAINTAIN THE FLEET AND OTHER THINGS THAT COME UP.

SO THAT'S A $7 MILLION REDUCTION.

THE OTHER ONE, THE NEXT ONE IS THE VACANT MAINTENANCE POSITIONS.

THAT'S 813,000.

AND AGAIN, IT GOES TO THE ABILITY TO PROVIDE ROUTINE MAINTENANCE TO OUR FACILITIES AND OTHER SERVICES THAT WE SUPPORT,

[00:30:02]

TRANSPORTATION SUPPORT POSITIONS.

IT JUST BASICALLY, AS IT SAYS, REDUCES THE SUPPORT TO TRANSPORTATION BY 162,000 DOLLARS.

MAINTENANCE POSITIONS THAT WILL HAVE NO IMPACT ON US ARE THE ONES.

THE 29 POSITIONS THAT SERVICE CHILD NUTRITION OR NUTRITION SERVICES EQUIPMENT.

SO WE'LL JUST TRANSFER THAT BACK OVER TO THEIR ENTERPRISE FUND SO IT WILL BE NO IMPACT SERVICE WILL CONTINUE.

THE NON BUSINESS SUPPORT POSITIONS.

AS YOU CAN SEE, THERE'S 515,000 DOLLARS.

AND IT MAY REDUCE OUR SUPPORT OR HUMAN RESOURCES ACTIVITIES.

I THINK THE PLAN IS TO TRANSFER THAT BACK TO HR.

AND NOT HAVE IT SIT IN OUR DEPARTMENT.

AND SO I'M WORKING WITH CHIEF GRANT SKINNER TO MAKE SURE THAT HAPPENS.

NON SALARY REDUCTION.

THIS IS $2.9 MILLION.

THAT SPEAKS TO THE MONEY WE USE FOR DEFERRED MAINTENANCE OR PART OF THE MONEY WE USE FOR DEFERRED MAINTENANCE.

AND WHAT THIS IMPACTS IS TESTING THAT WE DO.

EGRESS TESTING, BACKFLOW PREVENTION TESTING, ANY REQUIRED TESTING THAT WE MUST DO TO STAY IN COMPLIANCE WITH THE CITY, IN THE COUNTY, AND THEN THE BENEFITS REDUCTION FROM THE VACANT POSITIONS.

670,000. AND THE TOTAL REDUCTION FOR THE OPERATIONS DIVISION OR BUSINESS OPS POSITION DIVISION, RATHER, IS $13.4 MILLION.

THANK YOU, CHIEF PAUL.

AND THAT ACTUALLY CONCLUDES THE PRESENTATIONS IN REFERENCE TO THE ALLOCATIONS AS WELL AS THE REDUCTIONS.

AND I'D LIKE TO REITERATE AND THANK EACH ONE OF MY CHIEFS AND STAFF FOR THE CONSISTENT WORK.

WE HAD TO COME TOGETHER A FEW TIMES A WEEK AND SPEND SIGNIFICANT TIME ON THIS MASSAGE AND WHAT IT COULD LOOK LIKE AND WHAT THE IMPACTS LOOK LIKE AS WELL.

YOU NOTICE THAT THERE WERE A COUPLE OF CHIEFS THAT DID NOT PRESENT, AND THERE ARE OF COURSE, A FEW DEPARTMENTS WHICH I DECIDED TO HOLD HARMLESS FROM BUDGETARY REDUCTIONS FOR THE 22-23 SCHOOL YEAR.

THESE DEPARTMENTS ARE, OF COURSE, OUR POLICE DEPARTMENT AND OUR FINANCE AND BUSINESS SERVICES DEPARTMENT.

AND THE OFFICE, OF COURSE, OF GENERAL COUNSEL IS THE THIRD.

WE BELIEVE THAT THAT CUTS TO THESE PARTICULAR DEPARTMENTS WOULD HAVE SERIOUS IMPACT ON STUDENT SAFETY AND THE ABILITY TO ENSURE EFFICIENCY AROUND THE PRACTICES AND MONITORING OF BUDGETED AND PROCUREMENT SERVICES.

AND OF COURSE, THE ABILITY FROM THE DISTRICT TO ADDRESS LEGAL MATTERS THAT ARE CRUCIAL TO THE FUNCTIONING OF OUR SCHOOL SYSTEM AS A WHOLE.

THESE ARE AREAS THAT WE BELIEVE COULD NOT ABSORB THE KIND OF CUTS THAT YOU JUST HEARD WITHOUT GENERATING MAJOR RISK FOR THE DISTRICT AS A WHOLE.

FOR REFERENCE FOR THE FOUR DIVISIONS THAT WE ARE PROPOSING TO HOLD HARMLESS FROM OUR CUTS, THE TOTAL AMOUNT ALLOCATED TO THEM IS APPROXIMATELY ABOUT $40.2 MILLION.

THESE ARE THIS IS APPROXIMATELY ABOUT 9% OF OUR CENTRALLY FUNDED EXPENDITURES.

SO TO SUMMARIZE WHAT WHAT YOU'VE HEARD SO FAR TODAY, THIS NEXT SLIDE THAT I'LL GO THROUGH, THE TOTAL REDUCTIONS OF CENTRALLY FUNDED EXPENDITURES ACROSS DEPARTMENTS BEING PROPOSED FOR THE 22-23 SCHOOL YEAR COMES TO $60 MILLION, AS IS INDICATED.

I'D LIKE TO NOW REVISIT THE CONVERSATION AROUND THE THE DISTRICT'S FUND BALANCE.

WE'VE DISCUSS THIS OVER THE PAST TWO WORKSHOPS, BUT I BELIEVE IT WOULD BE USEFUL FOR THE PUBLIC TO BE ABLE TO HEAR THIS SPECIFIC INFORMATION FROM OUR PARTNERS AT ALVAREZ AND MARSAL, WHO HAVE BEEN ASSISTING US WITH THIS BUDGET PROCESS.

AND WE REALLY APPRECIATE THEIR INVOLVEMENT.

SO AT THIS TIME, I'D LIKE TO CALL ON MR. JIM GRADY FROM A&M TO DISCUSS THIS TOPIC.

JIM. GREAT, THANK YOU SUPERINTENDENT HOUSE.

TRUSTEES, HELLO AGAIN.

WE'RE GOING TO START ON SLIDE 31.

THIS IS A SLIDE THAT WE'VE YOU'VE SEEN BEFORE.

WE I THINK WE LAST LOOKED AT THIS IN BUDGET WORKSHOP NUMBER FIVE.

AND REALLY THIS IS A COMPARISON OF THE FORECASTED FUND BALANCE COMPARED TO THE ACTUAL FUND BALANCE OVER THE LAST SEVERAL YEARS.

THE LAST TEN YEARS OR SO, IT'S BEEN REPORTED THAT THERE WAS A $300 MILLION SURPLUS ACCORDING TO AN AUDIT.

THE TRUTH IS THAT FUND BALANCE HAS INCREASED BY ABOUT $300 MILLION.

AND REALLY THE SOURCE OF THAT ARE THE AUDITED FINANCIAL STATEMENTS OF THE DISTRICT THAT YOU CAN FIND ON THE WEBSITE.

[00:35:06]

IT'S REALLY GROWN SINCE 2018, 2019, WHEN YOU CONSIDER THE HARVEY FUNDS CAME IN.

THERE WERE COST CUTS THAT WERE TAKEN IN THOSE YEARS AS WELL, IN ADDITION TO SOME OF THE SOME OF THE PREPARATIONS THAT THE DISTRICT MADE TO REDUCE COSTS IN ADVANCE OF STATE AND FEDERAL MONIES COMING IN DUE TO THE PANDEMIC.

WE CAN GO TO THE NEXT SLIDE.

AGAIN, HERE'S ANOTHER SLIDE THAT WE WERE FAMILIAR WITH.

AGAIN, BREAKING DOWN THE $997 MILLION FUND BALANCE THAT WE BEGAN THE YEAR WITH.

THAT WAS JUNE, JULY 1ST, 2021.

THE COMPONENTS OF THAT ARE THREE.

THE FIRST ONE IS THE 466 MADE UP OF THE THE THREE MONTH BOARD RESERVE, WHICH IS THE AVERAGE EXPENDITURES IN A MONTH TIMES THREE MONTHS, 466 306 MILLION IS IS COMMITTED AND ASSIGNED FUND BALANCES NON SPENDABLE TYPE INCLUDES CARRYOVER.

AND THEN FINALLY, THE THIRD PIECE, THE $224 MILLION IS AVAILABLE FUND BALANCE WHICH IS UNASSIGNED FUND BALANCE AND AND THE INSTRUCTIONAL STABILIZATION FUNDS WHICH AGAIN WERE THE THE HARVEY FUNDS, THE 133 MILLION REFERENCED PREVIOUSLY.

BACK TO YOU, SUPERINTENDENT.

THANK YOU, JIM.

WE APPRECIATE YOUR SUPPORT ON AN ONGOING BASIS.

NOW WE'LL MOVE TO TO THE DISCUSSION IN REFERENCE TO THE OVERALL BUDGET FOR THE 2022-23 SCHOOL YEAR.

FOR THIS PORTION OF OUR PRESENTATION, I'D LIKE TO CALL ON OUR CFO, CHIEF GLENN REED.

CHIEF REED. GOOD AFTERNOON.

FIRST SLIDE I WANT TO TALK ABOUT IS WE BACK ON APRIL 28TH WHERE WE RECEIVED OUR UPDATED VALUES FROM THE HARRIS COUNTY APPRAISAL DISTRICT.

YOU CAN SEE WE HAD A VERY SIGNIFICANT INCREASE IN VALUES THIS YEAR, GOING FROM $202 BILLION UP TO $220, WHICH IS A 9% INCREASE.

THIS ONE THING I WANT TO NOTE IS THIS DOES NOT TAKE INTO ACCOUNT PROPOSITION TWO THAT GOES BEFORE VOTERS ON INCREASE IN THE HOMESTEAD EXEMPTION FROM 25 TO 40000.

SO ONCE WE GET THOSE NEW VALUES FROM THE APPRAISAL DISTRICT, THEN I WILL BRING THESE SLIDES BACK TO YOU.

SO YOU CAN SEE THAT IMPACT WHICH OBVIOUSLY WILL LOWER THE VALUES.

THE NEXT SLIDE I JUST HAVE JUST HAS SOME ADDITIONAL INFORMATION FOR YOU AT THE TOP SHOWING YOU THE CHANGE IN THE AVERAGE MARKET VALUE OF RESIDENCES.

SO THE 329 TO 368000 DOLLARS AVERAGE ON THE MARKET VALUE, WHICH IS ABOUT ALMOST 12% INCREASE IN VALUES ON AVERAGE.

AND THEN OF COURSE, THE TAXABLE VALUE IS AROUND A 10% INCREASE.

TAXABLE VALUE, OF COURSE, TAKES OUT THE STATE MANDATED HOMESTEAD EXEMPTION OF THE 25,000.

IT ALSO TAKES OUT HISD'S 20% LOCAL HOMESTEAD EXEMPTION THAT WE OFFER HOMEOWNERS AS WELL.

AGAIN, THIS DOES NOT REFLECT PROPOSITION TWO.

NEXT SLIDE, JUST A SLIDE FOR YOU TO SHOW JUST KIND OF WHAT GROWTH HAS BEEN OVER THE PAST DECADE.

THE MOST INTERESTING POINT HERE IS THAT IN TEN YEARS, THE DISTRICT VALUES REALLY HAVE DOUBLED.

PRETTY IMPRESSIVE GROWTH OVER TEN YEARS.

THE NEXT SET OF SLIDES ARE SOME SLIDES THAT ARE USED TO SEEING IN PRIOR YEARS.

I DO HAVE MORE COLUMNS ON HERE THAN NORMAL.

USUALLY WE SHOW YOU THE CURRENT YEAR AND THEN THE NEXT YEAR.

BUT I'VE BROUGHT IN THE ORIGINAL BUDGET FROM 2122 AS WELL AS THE CURRENT AMENDED ONE.

WE DON'T HAVE THE CARRYOVER IN THERE BECAUSE THAT'S A THAT'S A WHOLE OTHER SUBJECT WITH FUNDS COMING FROM FUND BALANCE AND SO FORTH.

BUT I'M REALLY GOING TO FOCUS ON 22-23 AND 23-24 UNDER THE SALARIES AND I'M SORRY, UP UNDER LOCAL SOURCES.

YOU CAN SEE THERE WHERE FROM THE ORIGINAL BUDGET, THE TAXES ARE RELATIVELY EVEN.

THAT'S REALLY DRIVEN BY THE FACT THAT UNDER H.B.

THREE, WHENEVER VALUES GROW, THE TAX RATE GETS COMPRESSED.

SO IF YOU GO BACK AND LOOK AT YOUR YOUR TAX RATES FOR THE PAST BACK GOING BACK TO TAX YEAR 2020, YOU'LL SEE THAT YOUR TAX RATE HAS BEEN GOING DOWN.

SO THE INTENT OF THAT, OBVIOUSLY, IS TO KEEP TAXES FROM FROM GROWING TOO FAST.

THE OTHER ONE I WANT TO POINT OUT IS UNDER STATE SOURCES, THAT INCREASE IS MAINLY AN INCREASE IN OUR PER CAPITA RATE THAT GOES UP AND DOWN EVERY OTHER YEAR.

FEDERAL SOURCES, WE ARE BRINGING IN THE REVENUE FROM THE INDIRECT COSTS.

IN PREVIOUS PRESENTATIONS, YOU ALL SEEN THAT KIND OF A SEPARATE LINE KIND OF OUTSIDE BECAUSE WE WANT TO MAKE SURE YOU CAN SEE IT.

BUT IT WILL BE A REVENUE TO THE DISTRICT.

SO IT'S INCLUDED IN HERE IN THE REVENUE.

SO THAT'S WHY THE FEDERAL REVENUES ARE GROWING SO MUCH.

AND THEN THE OTHER SOURCE IS GOING DOWN BY $22 MILLION.

[00:40:02]

THAT'S RELATED TO OUR CAPITAL LEASES UNDER THE POWER PROGRAM.

THERE'S A REVENUE AND AN EXPENDITURE RELATED TO THAT.

SO IT'S A NET ZERO.

SO YOU'LL SEE A REDUCTION TO THAT IN A FUTURE SLIDE.

FOCUSING ON THE GO, YES STAY ON THAT, PLEASE.

FOCUSING ON THE 22-23.

THE LAST TWO COLUMNS THERE, YOU'LL SEE THAT WE DO HAVE A $33 MILLION UNDER THE TEACHERS AND PLACEMENT TABLES, WHICH WAS AMENDMENTS THAT WAS NOT IN OUR ADOPTED BUDGET LAST YEAR. REMEMBER, WE WERE TO BRING THAT BACK.

WE BROUGHT THAT BACK IN AUGUST.

SO IT HAS TO BE ADDED TO OUR IT'S A CHANGE FROM WHEN WE ADOPTED THE BUDGET LAST YEAR.

AND THEN OF COURSE, YOU HAVE SEEN $82 MILLION IN COMPENSATION PACKAGES WE'VE PROPOSED FOR EMPLOYEES AND RIGHT NOW ABOUT $5 MILLION INTO OUR OUR HEALTH INSURANCE PLAN.

NEXT SLIDE PLEASE. WE ALSO GOT SOME FUNDS IN HERE FOR ESSER SUPPORT POSITIONS.

THESE ARE IN FINANCE, PROCUREMENT, H.R.

AND RESEARCH AND ACCOUNTABILITY TO SUPPORT THE AND MONITOR AND DO RESEARCH OR ASSESSMENT ON THE ESSER FUNDS. LARGEST INCREASE IS PERFORMANCE CONTRACT SCHOOLS.

THAT'S REALLY TEXAS CONNECTIONS ACADEMY.

THEY HAVE GROWN SIGNIFICANTLY OVER LAST YEAR AND THIS YEAR, AS YOU SEE, WE BROUGHT YOU ALL AN AMENDMENT IN MID-YEAR OF $11 MILLION.

SO THEY'LL ACTUALLY INCREASE MORE NEXT YEAR AS WELL.

SO THERE'S A SIGNIFICANT INCREASE IN APPROPRIATIONS FOR THAT CAMPUS ON TAX INCREMENT REINVESTMENT ZONES.

THAT'S AN INCREASE.

BUT OF COURSE, THE DISTRICT GETS A CREDIT ON OUR TAX VALUES, OUR TAX COLLECTIONS FOR THAT.

SO THAT'S NOT A TRUE COST TO THE DISTRICT OR TO THE BUDGET.

ON THE CONTRACT MANAGEMENT SYSTEM.

IT'S LESS THAN LAST YEAR'S BECAUSE THE FIRST YEAR IS REALLY IMPLEMENTATION COSTS.

THE 766 IS THE ONGOING COST OF SUPPORTING THE CONTRACT MANAGEMENT SYSTEM.

THEN WE HAVE COST FOR VERIZON AND INNOVATIVE LEARNING SUPPORT THAT THOSE ARE IT SUPPORTS FOR THAT DEPARTMENT TO CONTINUE TO SUE TO SUPPORT THAT PROGRAM.

AND THEN WE HAVE SOME BOND POSITIONS IN VARIOUS AREAS IN THE DISTRICT THAT WE'RE DOING BOND SUPPORT.

WELL, BOND PROGRAM REALLY IS COMING TO AN END FOR THIS YEAR.

SO THOSE BUT THOSE POSITIONS WERE SPLIT FUNDED.

THEY'RE STILL DOING WORK IN THE GENERAL FUND.

SO THEY'RE THEY'RE JUST THE COST OF BRINGING THOSE IN BECAUSE WE DON'T WANT TO JUST LET GO A WHOLE POSITION AND LOSE THAT WORK.

NEXT SLIDE, PLEASE. THERE'S THAT CAPITAL LEASE REDUCTION I TALKED TO YOU ALL ABOUT BEFORE.

SO THAT'S REALLY A NET ZERO.

CAMPUSES ACTUALLY DO HAVE A REDUCTION IN STUDENTS.

THEY ACTUALLY HAVE A LOWER NUMBER OF STUDENTS.

BUT OF COURSE, AS YOU ALL SAW, WE HAD AN INCREASE IN IN STUDENTS FOR TEXAS CONNECTIONS.

SO THE GROWTH IN TEXAS CONNECTIONS KIND OF MASKS THAT.

THE HISD CAMPUSES ARE STILL PROJECTING A LOSS OF STUDENTS IN 22-23.

DISTRICT WIDE, THESE ARE SOME VARIOUS THIS IS JUST US GOING THROUGH LOOKING AT WHAT WE'RE SPENDING IN ALL THE VARIOUS ACCOUNTS AND OUR DISTRICT WIDE FUNDS.

WE FEEL LIKE WE CAN REDUCE ABOUT 3.6 RIGHT NOW.

WE'RE STILL LOOKING THROUGH THAT, BUT WE'RE AT ABOUT $3.6 MILLION IN SAVINGS OUT OF OUR DISTRICTWIDE DOLLARS AND, OF COURSE, DEPARTMENT CUTS.

THAT'S THE $16 YOU SAW BEFORE.

NEXT SLIDE.

SO A DEFICIT FOR 22-23 IS 136,000,000, 24, IT WOULD BE $189 MILLION IF WE JUST DID THE COMPENSATION PACKAGE AND HEALTH INSURANCE NEXT YEAR.

SO JUST JUST DOING THOSE TWO PIECES.

AND THEN OF COURSE, ON THE PREVIOUS PRESENTATION, WHICH I SAW ON APRIL 21ST, THE DEFICIT WITH TAKING INTO ACCOUNT FALLOUT OR UNSPENT DOLLARS, THE DEFICIT WAS 67 MILLION AND 120 MILLION DOLLARS. SO THIS REALLY KIND OF JUST THESE ARE THE DETAILS BEHIND WHAT GOT TO THOSE THOSE SUMMARY SLIDES THAT YOU ALL SAW AT OUR LAST PRESENTATION.

THANK YOU, CHIEF REID. AT THIS TIME, I'D LIKE TO CALL UPON JIM GRADY AGAIN FROM A&M TO SHARE WITH US SOME HISTORICAL TRENDS OF OF HOW WE FUNDED THE PUA WITHIN HISD.

JIM. THANK YOU, SUPERINTENDENT.

THIS SLIDE HERE IS THE ADMINISTRATION RECEIVED A Q&A REQUEST RELATIVE TO PROVIDING THE ACTUAL PUA DATA OVER THE LAST TEN PLUS YEARS.

AND THIS SLIDE THAT YOU'RE SEEING HERE HAS GOT A LOT GOING ON.

IT'S ACTUALLY A SUMMARY OF A MUCH MORE DETAILED SLIDE THAT YOU'LL SEE IN YOUR IN THE APPENDIX.

REALLY, I JUST WANT TO FOCUS I WANT YOU TO JUST FOCUS ON THREE GROUPINGS OF NUMBERS.

THE FIRST ONE ALL THE WAY TO THE FAR LEFT, THE DOLLAR PER PUA, 2010 TO 2011.

YOU'LL SEE BETWEEN THE ELEMENTARY SCHOOL, MIDDLE SCHOOL AND HIGH SCHOOLS, YOU KNOW, AROUND $35OO PER UNIT.

[00:45:07]

NEXT, SKIPPED OVER THE BRACKETED COLUMNS AND JUST MOVE OVER TO THE DOLLAR PER PUA 22-23 AND YOU'LL SEE ON AVERAGE WE'RE PROBABLY AROUND A $3800 PER UNIT OR AN INCREASE OF ABOUT EIGHT 8%.

SO THOSE ARE REALLY THE THREE GROUPINGS OF NUMBERS I WANT YOU TO FOCUS ON THAT.

YOU KNOW, HOWEVER, WE'RE TALKING ABOUT UNITS HERE AND UNITS AREN'T NECESSARILY STUDENTS.

SO IF WE FLIP TO THE NEXT SLIDE, WE THOUGHT WOULD BE ALSO GOOD TO SHOW THE STUDENT IMPACT HERE, THE RESOURCE ALLOCATION PER STUDENT, AND WHAT THAT HAS TRENDED LIKE OVER THE LAST TEN YEARS.

AND YOU'LL NOTICE THAT THAT'S ACTUALLY UP BY ABOUT 22%.

NOW, YOU'LL RECALL THAT WHEN YOU CALCULATE THE PUA, ITS ENROLLMENT, THE FUNDING, RATHER, PER SCHOOL, IT IS THE ENROLLMENT MULTIPLIED BY THAT PER UNIT ALLOCATION PLUS WEIGHTED UNITS MULTIPLIED BY THAT PER UNIT ALLOCATION.

AND I GUESS WHAT WOULD SUGGEST HERE IS THAT WHILE THE ENROLLMENT HAS GONE DOWN, THE ACTUAL FUNDING HAS GONE UP FOR THOSE WEIGHTED FUNDING MECHANISMS. AGAIN, 22% INCREASE OVER THE LAST TEN YEARS.

SUPERINTENDENT.

MOVING ON TO THE NEXT SLIDE, JUST TO TO WRAP THE PRESENTATION UP, I'D LIKE TO TO SHARE A FEW GENERAL TAKEAWAYS THUS FAR FROM FROM THE SERIES OF BUDGET WORKSHOPS THAT I THINK ARE VERY IMPORTANT.

NUMBER ONE, OUR PROPOSED 22-23 BUDGET INCREASES, COMPENSATION, OF COURSE, FOR ALL EMPLOYEES BASED ON OUR THREE YEAR STRATEGIC PLAN IN ORDER TO, OF COURSE, FUND THIS COMPENSATION PACKAGE, THE DISTRICT IS REDUCING CENTRALLY FUNDED EXPENDITURES BY, AS WE'VE DISCUSSED, $60 MILLION.

SINCE AGAIN, AS JIM TALKED ABOUT EARLIER WITH A&M.

2010-2011 SCHOOL YEAR, THE TOTAL RESOURCE ALLOCATION PER STUDENT HAS ACTUALLY INCREASED.

THE 22-23 PUA FOR SCHOOLS HAS BEEN INCREASED TO COVER THE COST OF COMPENSATION FOR CAMPUS BASED STAFF SO THAT SCHOOLS MAINTAIN THE SAME PURCHASING POWER AFTER THE COMPENSATION INCREASE.

NOW LASTLY, I'D LIKE TO SHARE AS, AS WE'VE DISCUSSED IN PRIOR WORKSHOPS IN ALIGNMENT WITH OUR STRATEGIC COMMITMENTS TO PROVIDE EQUITABLE OPPORTUNITIES FOR OUR STUDENTS SCHOOLS TO BE REQUIRED TO, TO STAFF THREE SPECIFIC POSITIONS THROUGH THEIR PUA FOR THE 22-23 SCHOOL YEAR. OF COURSE, THAT'S OUR LIBRARIAN/MEDIA SERVICE SPECIALIST, COUNSELOR SLASH SOCIAL WORKER AND AND A NURSE OR ASSOCIATE NURSE FROM THERE.

22-23 PUA ALSO IN ALIGNMENT WITH WITH THIS PRIORITY, CAMPUSES WILL RECEIVE ADDITIONAL TITLE ONE AND ESSER DOLLARS TO SUPPORT, OF COURSE OUR HIGHEST NEED STUDENTS.

SO WITH THAT BEING SAID, THAT CONCLUDES OUR PRESENTATION FOR BUDGET WORKSHOP NUMBER SIX.

PRESIDENT CRUZ, I YIELD MY PRESENTATION TIME BACK OVER TO YOU.

THANK YOU. SUPERINTENDENT HOUSE TO YOU AND YOUR STAFF AND TO A&M TRUSTEES.

PLEASE INDICATE YOUR INTEREST IN THE QUEUE.

TRUSTEE DEIGAARD.

THANK YOU. SO I HAVE A LONG LIST THAT SHOULD COME AS NO SURPRISE.

PAGE SIX I JUST WANT TO COMMENT THAT OUR BOARD CONSTRAINT DOES NOT REQUIRE A CENTRALLY FUNDED WRAPAROUND SPECIALIST.

WE REQUIRE EACH CAMPUS TO HAVE THAT FUNCTION.

AND IT IS. I JUST WANT TO CLARIFY THAT IT IS AT THE ADMINISTRATION'S DISCRETION OF HOW THEY IMPLEMENT THAT FUNCTION AND THOSE POSITIONS.

SO QUESTIONS ABOUT ALL OF THIS, WHERE ARE THE COMPS? WHERE ARE THE FINANCIALS? I SEE KIND OF SORTA SOMETHING THAT LOOKS LIKE IT STARTING ON PAGE 37.

BUT EVEN FOR ALL OF THESE DIFFERENT EXPENDITURES, ALL WE'RE BEING PROVIDED WITH IS WHAT AN INCREASE OR DECREASE IS, NOT WHAT WE'RE ACTUALLY SPENDING ON THOSE THINGS.

AND IN YEARS PAST, WE'VE GOTTEN HERE'S HOW MUCH WE SPENT LAST YEAR.

HERE'S HOW MUCH YOU'RE SPENDING THIS YEAR.

HERE'S HOW MUCH WE PROPOSE TO SPEND NEXT YEAR AND WHY.

AND I'VE BEEN ASKING FOR WEEKS AND WEEKS AND WEEKS, AND I REALLY WOULD LIKE TO KNOW WHEN WE'RE GOING TO RECEIVE THAT INFORMATION.

WE'VE RECEIVED IT MUCH EARLIER IN THE PAST, AND I JUST WANT TO UNDERSTAND WHERE THEY ARE.

CHIEF REED, I THINK THIS IS SOMETHING THAT WE DISCUSS, AS I BELIEVE TRUSTEE DEIGAARD SENT IN THIS QUESTION EARLIER THIS MORNING.

[00:50:02]

I ACTUALLY ASKED THIS AT THE LAST BUDGET WORKSHOP.

CHIEF REED. SO I THOUGHT YOU WERE LOOKING FOR THESE KINDS OF DETAILS RIGHT HERE.

SO THAT'S THIS IS WHAT I PUT TOGETHER BECAUSE THIS IS WHAT I THOUGHT YOU WERE ASKING FOR.

I DON'T KNOW IF YOU'RE ASKING FOR THE FUNCTIONAL SCHEDULES THAT WE BRING TO YOU ALL IN JUNE.

IN THE PAST, YOU'VE GIVEN US HERE'S WHAT THESE DIFFERENT BUCKETS ARE.

HERE'S WHAT'S GOING UP, HERE'S WHAT'S GOING DOWN.

AND WE HAVEN'T SEEN ANY OF THAT.

THERE'S NO CONTEXT FOR ANY OF THIS.

SO THIS IS WHAT I'VE ALWAYS SHOWN IN THE PAST RIGHT HERE.

IN OUR PREVIOUS YEARS.

THIS IS THE SCHEDULE THAT I'VE USED IN THE PREVIOUS YEARS.

I MEAN, I'M GLAD THE EXAMPLES FROM EARLIER, BUT IT'S KIND OF DWINDLED DOWN OVER THE YEARS.

BUT THERE'S NO CONTEXT FOR THESE INCREASES AND DECREASES TO KNOW WHAT ARE WE SPENDING ON TEACHERS? WHAT ARE WE SPENDING ON THE COMPENSATION PACKAGE? WHAT ARE WE SPENDING ON HEALTH INSURANCE? WHAT ARE WE SPENDING IN ALL OF THESE DIFFERENT BUCKETS? IT JUST IT'S FRUSTRATING.

SO, OKAY, NEXT QUESTION.

HOLD HARMLESS. WHERE IS THAT IN THE BUDGET? HOLD HARMLESS IN REFERENCE, WE THE STATE IS HOLDING US HARMLESS.

THE STATE IS HOLDING US HARMLESS ON ENROLLMENT.

WHERE IS THAT REVENUE SHOWING UP HERE? SO IT'S ACTUALLY A REDUCTION IN RECAPTURED.

OKAY. SO BUT THAT'S MORE OF OUR LOCAL DOLLARS WE HAVE TO SPEND.

WHERE IS THAT IN THE BUDGET? WELL, WHAT IT DOES IS IT PUTS IT INTO THE WE GO TO THE VERY BOTTOM OR THE SORRY, THE END OF THE SLIDE 30.

SLIDE 40. RIGHT.

WHAT IT DOES IS IT PUTS IT IN.

IT'S PART OF THAT SURPLUS.

OKAY. THANK YOU.

WHAT IS THE PLAN FOR THE DEFICIT? WHERE ARE THE BIG BUCKETS? WELL, LET ME START WITH WHAT IS THE DEFICIT GOING TO BE FOR THIS BUDGET? ABSENT ESSER DOLLARS.

CHIEF REED.

THAT'S THE 136.

IF WE GET $70 MILLION AND FILE OUT OF, IT'S 66 MILLION ON SLIDE 40.

40, 40, 40.

SHE NEEDS TO LET US GO.

IF THERE ARE NO ESSER DOLLARS.

THEN IT WOULD GO UP BY 50.

OK. BECAUSE REVENUES WOULD GO DOWN BY 50 BECAUSE OF THE INDIRECT COSTS.

OKAY. AND THEN I BELIEVE WE HAD ABOUT 28, $30 MILLION IN THE PROPOSALS TO MOVE TO ESSER.

SO YOU WOULD ADD ROUGHLY 80 MILLION TO THIS NUMBER WITHOUT ESSER.

SO I THOUGHT, OKAY, THANK YOU.

TRUSTEE GUIDRY.

THANK YOU ALL FOR THE PRESENTATION.

LET'S GO OVER TO SLIDE TEN.

AND. SO MY CONCERN THERE, SUPERINTENDENT HOUSE, IS WHAT IF A STUDENT CANNOT AFFORD TO PAY? OR FIRST OF ALL, LET'S JUST SAY IF A SCHOOL DOESN'T HAVE IT IN THE BUDGET TO OFFER TESTING AND THEN THE CHILD'S PARENT CAN'T AFFORD TO PAY FOR THE TESTING, THEN WHAT HAPPENS AT THAT POINT? ARE THERE ANY CENTRALIZED FUNDS THAT WOULD ASSIST? WE HAVE TO LOOK AT OUR AT OUR BUDGET.

IT IS GOING TO BE OUR EXPECTATION THAT SCHOOLS PAY THAT COST BECAUSE WE'RE KNOW THEY'RE GETTING THE FUNDS AT THE SCHOOLS.

SO THAT WOULD BE THE EXPECTATION THAT THEY PAY FOR IT SO THAT WE CAN MAKE THESE REDUCTIONS.

YEAH, BUT IF THEY DON'T HAVE IT, THEN THE CHILD DON'T GET TESTED.

IS THAT WHAT I'M HEARING? WELL, THEY HAVE THE MONEY BECAUSE IT'S COMING TO THEM, YOU KNOW, IN THEIR PUA.

THEY HAVE THE MONEY PER PER THEIR STUDENTS.

WELL, YOU SAY THEY HAVE THE MONEY, BUT A LOT OF THE PRINCIPALS ARE SUFFERING RIGHT NOW.

THEY CAN'T EVEN THEY DON'T HAVE CAN'T GET AN ADDITIONAL TEACHER.

BUT I'LL LOOK AT THAT FURTHER.

OK ON SLIDE 12.

THE DISTRICT WIDE SOFTWARE.

I SEE WE DID NOT CUT A WHOLE LOT FROM THAT, THE DISTRICT WIDE SOFTWARE.

AND THE REASON I'M ASKING ABOUT THAT IS BECAUSE I KNOW IN MAINTAINING MY OFFICE, I HAVE ABOUT FIVE SOFTWARE PROGRAMS THAT ESSENTIALLY CAN DO THE SAME THING, BUT I HAVEN'T CORRELATED IT TO DO THE SAME THING.

IS THAT SOMETHING WE'VE LOOKED AT? WE'VE SLIMLINE AS BEST WE CAN FOR THE SOFTWARE.

CHIEF GILHOUSEN.

[00:55:01]

YES TRUSTEE GUIDRY.

WE'VE LOOKED AT ALL THE SOFTWARE PACKAGES.

WE'VE RATIONALIZED AS MUCH AS THAT WE POSSIBLY CAN.

THIS IS INDIVIDUAL FOR EACH AREA THAT WE DO A FUNCTION IN, SO WE DON'T HAVE DUPLICATE EFFORTS OF IT.

SO IT'S NETWORK MONITORING SOFTWARE, IT'S INTERNET FILTERING SOFTWARE, IT'S OUR FINANCIAL SYSTEM OR STUDENT INFORMATION SYSTEM OR LEARNING MANAGEMENT SYSTEM, OUR HR SYSTEM. SO EACH ONE OF THOSE HAVE INDEPENDENT FUNCTIONS.

SO THEY'RE NOT CROSS-REFERENCING ONE ANOTHER.

AND YOU CAN'T USE ONE TO DO TWO OR THREE THINGS.

YOU CAN'T. OKAY.

OKAY. THANK YOU SO MUCH FOR THAT.

SLIDE 16.

I CAN TELL YOU, SUPERINTENDENT, THIS ONE CONCERNS ME BECAUSE I'M CONCERNED ABOUT LESS COMMUNICATION SUPPORT TO THE CAMPUSES AND TO THE FAMILIES. HOW IS THAT GOING TO BE AFFECTED? BECAUSE WE ALREADY HAVE COMPLAINTS THAT THERE IS NOT ENOUGH COMMUNICATION WITH OUR FAMILIES THROUGH THE CAMPUSES.

CHIEF MOLL, IF YOU DON'T MIND SHARING SOME INSIGHT IN REFERENCE TO THE PLAN HERE.

YEAH. THANKS, SUPERINTENDENT, HOUSE AND TRUSTEE GUIDRY FOR THE QUESTION.

SO CLOSING VACANCIES MEANS LESS PERSONNEL IN THE COMMUNICATION SHOPS.

WHAT YOU DON'T IN THE COMMUNICATION SHOP, WHICH YOU DON'T SEE HERE, IS A REDUCTION TO FACE OUR FAMILY COMMUNITY ENGAGEMENT EFFORTS.

THEY'RE REALLY THE LEAD.

NOT TO SAY COMMUNICATIONS DOESN'T PLAY A ROLE, BUT FACE IS THE IS THE APPARATUS WHICH DOES THAT WORK.

SO WE'VE HEARD LOUD AND CLEAR THAT THAT IS AN AREA THAT NEEDS TO GET BETTER, WHICH IS WHY YOU WON'T SEE A REDUCTION TO THAT AREA.

THANK YOU SO MUCH. TRUSTEE WADE.

THANK YOU ALL FOR THIS PRESENTATION AS WELL.

PAGE FIVE.

I'M SORRY. YES. WHAT'S MISCELLANEOUS? 19.6 MILLION.

4%. JEFFREY, WAS THAT.

WHAT DOES THAT ENTAIL? WELL, THAT'S GOING TO BE SPREAD OUT THROUGH ALL THE DIFFERENT DEPARTMENTS.

IT JUST MEANS THAT IT'S NOT A, IT'S NOT CAPITAL SUPPLIES OR BENEFITS OR ANY KIND OF CONTRACTED SERVICES.

IT CAN BE TRAVEL.

IT CAN BE. I'M DRAWING A COMPLETE BLANK HERE RIGHT NOW.

THERE ARE FEES THAT WE PAY THAT COME OUT THAT COME OUT OF OTHER OPERATING I AM DRAWING.

BUT YEAH, IT'S JUST IT DOESN'T, IT DOESN'T FIT WITHIN THE BEING A SUPPLY OR SPECIFICALLY A GOOD MAYBE JUST IF WE COULD GET A LIST LIKE THAT KIND OF A GENERALIZATION OF WHAT THAT MEANS. IT DOES SEEM LIKE A, YOU KNOW, WHEN YOU LOOK AT CAPITAL AND TECHNOLOGY EQUAL TO MISCELLANEOUS, YOU JUST KIND OF WONDER WHAT MISCELLANEOUS IS.

THANK YOU. I APPRECIATE THAT.

MY QUESTION FOR YOU.

LET'S GO TO PAGE TEN.

ESSENTIALLY, THIS IS BASED ON THE LIBRARIAN DECISION.

AND OF COURSE, IN THE WE'LL GO TO THAT.

BUT ON LIBRARIANS, I'M CONCERNED THAT BECAUSE OF THE NEED FOR THAT POSITION, WE'RE GOING TO HAVE TO DO CUTS TO THINGS LIKE COLLEGE ADVISORY ADVISING AND AS MYRNA MENTIONED, TESTING, WHICH I'M NOT A BIG FAN OF, BUT NONETHELESS AND THEN I CONCERN ALSO ABOUT TEACHING SUPPORTS THAT WE'RE HAVING TO CUT.

AND SO I JUST WANT TO MAKE SURE THAT THE IMPACT OF THE NEED TO HAVE A LIBRARIAN IN EVERY SCHOOL IS DOESN'T TAKE AWAY FROM OTHER AREAS THAT ARE REALLY CRITICALLY IMPORTANT, ESPECIALLY IN HIGH SCHOOL.

UNDERSTOOD. CHIEF BIRD.

SO I THANK YOU TRUSTEE WADE AND THESE THESE MANY OF THESE CATEGORIES SEE IF THEY'RE ACTUALLY IN ORDER TO ALIGN TO THE STRATEGIC PLAN.

SO THE FIRST CATEGORY ESPECIALLY IS ABOUT OUR PRIORITY OF HIGH QUALITY TEACHING AND LEARNING.

THAT WOULD THAT RESTRUCTURING WOULD HAVE HAPPENED REGARDLESS BECAUSE WE'RE GOING TO DO SOME REALIGNMENT TO INSTEAD OF WRITING CURRICULUM, IT'S ABOUT IMPLEMENTING CURRICULUM.

SO WE NEED DIFFERENT SKILL SETS FOR THAT, RIGHT? IN TERMS AND SO THAT WASN'T A RESULT.

I MEAN, THE RESULT IS TO ALIGN TO THE STRATEGIC PLAN, NOT BECAUSE WE NEED A CERTAIN POSITION SOMEWHERE.

WELL, IT JUST I'M CONCERNED BECAUSE WHEN YOU SAY WE'RE GOING TO GET LESS, WE'RE GOING TO HAVE LESS DIRECT STUDENT SUPPORT IN COLLEGE ADVISING.

LET ME ADDRESS THAT ONE. THOSE YEAH, THAT'S CONCERN.

SO THAT IS REALLY ALSO ABOUT RESTRUCTURING THE DEPARTMENT TO FLATTEN IT, TO REDUCE.

SO THE JOB DESCRIPTION WILL BE REWRITTEN AND WE'LL HAVE GREATER RESPONSIBILITY.

SO IT'S ALSO HAS TO DO WITH SOME RESTRUCTURING OF THE DEPARTMENT.

[01:00:04]

THERE WILL BE THERE STILL WILL BE SUPPORT FOR STUDENTS, FOR COLLEGE ADVISING.

IT'S JUST WE'RE REDUCING A LAYER OF MANAGEMENT AND IN THE ORGANIZATION CHART.

OKAY. ALL RIGHT.

SO I'D LIKE TO GO TO SLIDE PAGE TEN.

WE'RE ON IT. I'M SORRY, WHERE'S THAT SLIDE? SLIDE 19, I BELIEVE.

LET'S SEE IF THAT'S THE RIGHT ONE.

NO, SORRY, I WAS WRONG ON THAT.

I'LL COME BACK. TRUSTEE, ALLEN.

THANK YOU. MY QUESTION.

CAN YOU HEAR ME? YES.

MY QUESTION IS ON PAGE 38.

I WAS GOING TO ASK THAT QUESTION ALONG WITH THE Q&A THAT I HAD TODAY ON PAGE 38.

IT SAYS THAT.

38.

THE MOVE ON BOND POSITIONS.

ONE OF THE QUESTIONS I HAD EARLIER WAS BECAUSE OF SOME OF THE BOND MONEY FROM 2012 AND I HAD SEVERAL [INAUDIBLE] WITH THAT GOT NO MONEY LIKE JONES HIGH SCHOOL.

AND ONE OF MY QUESTIONS WAS GOING TO BE [INAUDIBLE] ACCESS THAT MONEY.

AND IF THERE ARE NO IF THE BOND POSITIONS HAS BEEN MOVED NOW SEVERAL MOST OF THE HIGH SCHOOLS ARE NEW EXCEPT FOR SIX OR SEVEN.

AND TWO OF THOSE ARE IN MY DISTRICT JONES HIGH SCHOOL IN HEIGHTS THE OLD [INAUDIBLE] JONES HIGH SCHOOL.

I MEAN, ELEMENTARY. HEIGHTS IS GETTING THAT BUILDING.

SO WHO IF THERE'S A MOVE OF THE BONDS OF IT, IS THAT THAT MEAN THAT THERE BE NO POSITIONS? HOW WOULD THEY ACCESS SOME OF THIS MONEY IF WE HAVE LIKE $80 MILLION IN THAT ACCOUNT AND WE HAVE SCHOOLS LIKE JONES THAT HAS THE CHILLERS OUT AND THEY'RE LEASING CHILLERS, THAT PLUMBING IS OUT.

THERE POOL DOES NOT WORK, THAT IT'S A VERY OLD BUILDING.

AND IT SAYS ON THE FORM THAT WE GOT THAT IT WAS RENOVATED IN 2012.

I DON'T SEE ANYWHERE WHEN I WALKED THROUGH THERE THE LAST RENOVATION, UNLESS IT WAS FOR SECURITY CAMERAS OR SOMETHING.

BUT I DON'T SEE ANYTHING THAT'S NEW ON THAT.

CAN YOU HELP ME WITH THAT? WHERE IS THE BOND, THE MOVE OF THE BOND POSITIONS GOING? CHIEF REED.

SO THOSE WERE POSITIONS IN FINANCE PROCUREMENT THAT WERE THAT WE'RE DOING WORK FOR BOND AND WE WERE PAYING FOR THOSE POSITIONS OUT OF BOND.

WHAT I'M SAYING IS THAT SINCE REALLY BOND IS DONE, I MEAN, BELLAIRE IS ABOUT TO WRAP UP.

I CAN'T JUSTIFY CHARGING THOSE POSITIONS TO OUR BOND PROGRAM ANY LONGER.

SO WE'RE PAYING FOR THOSE NOW OUT OF THE GENERAL FUND.

SO WE'RE TAKING MONEY.

WE'RE TAKING COSTS OUT OF THE BOND PROGRAM WHERE WE'RE TAKING IT AWAY.

BUT I STILL NEED THOSE. ONE OF THE ITEMS ON OUR AGENDA IS TO APPROVE FOR LAMAR TO HAVE A PET CLINIC.

BUT I'M HAVING AN ISSUE WITH APPROVING FOR LAMAR WHEN I HAVE SCHOOLS, WHEN THEY CAN'T FUNCTION ON A DAILY BASIS.

YEAH. AND THAT HAS NOTHING TO DO WITH THESE POSITIONS.

THOSE POSITIONS WERE JUST PAID OUT OF THE BOND MONEY.

A PORTION? YES.

OKAY. SO THEN MY QUESTION HAS TO GO ON BACK ON THE REGULAR AGENDA.

THANK YOU. TRUSTEE BLUEFORD-DANIELS.

THANK YOU ALL. YOU ALL KNEW THIS IS GOING TO BE TEDIOUS TRYING TO AND US DISSECTING THIS BUDGET AND I HAVE A FEW QUESTIONS MYSELF. I'M ACTUALLY PICK UP WHAT DR.

ALLEN LEFT OFF BECAUSE THAT WAS ACTUALLY ONE OF THE QUESTIONS THAT I HAD.

CHIEF REID MENTIONED ABOUT THE BOND PROGRAM COMING TO AN END.

THAT WAS THE 2012 BOND MONEY, I ASSUME, COMING TO AN END.

WHAT IS THAT CURRENT BALANCE FROM THAT 2012 BOND? CHIEF REID.

I DON'T HAVE THAT WITH ME.

WE CAN GET IT FOR YOU. OBVIOUSLY, WE CAN GET IT IF YOU HAVE IT AT 5:00.

THAT WILL BE FINE. THANK YOU.

OR LATER NEXT MEETING AND TO TO DR.

ALLEN'S POINT.

THE LIKE FOR INSTANCE, THE POOL AT MILBY NEEDS REPAIRS.

THAT WAS PART OF THAT 2012.

SO I'D LIKE TO DO, I GUESS I SHOULD SUBMIT A REFERRAL FOR 2012, BOND'S MONIES, HOW IT WAS SPENT TO EACH HOW IT'S ALLOCATED TO EACH ONE OF THOSE SCHOOLS.

I'LL DO IT IN WRITING.

BUT JUST FOR THE RECORD, I'D LIKE TO SUBMIT THAT AS A REFERRAL.

AND THEN ON PAGE TEN, WHEN WE TALK ABOUT THE WRAPAROUND SPECIALIST AND I KNOW THAT I THINK IT WAS 2018, 19, THAT IT WAS DETERMINED THAT

[01:05:03]

EVERY SCHOOL WOULD HAVE A WRAPAROUND SPECIALIST.

I WOULD LOVE TO SEE THAT REVISITED, BECAUSE I JUST DON'T SEE THE NEED FOR A WRAPAROUND SPECIALIST AT EVERY CAMPUS.

AND I DON'T KNOW HOW YOU WOULD ASSESS THAT, BUT I THINK THAT THAT'S AN OPPORTUNITY FOR SOME SAVINGS.

AND I'M TRYING TO GET MY QUESTIONS IN REAL QUICK BECAUSE, YOU KNOW, THERE ARE SOME AREAS THAT ARE GREATER THAN OTHERS.

AND THEN WHEN WE START TALKING ABOUT REDUCTIONS, THEN WE HAVE REDUCTIONS POSSIBLY FOR PROGRAMS ARE ACTUALLY ASSISTANT PROGRAMS TO SOME OF THESE TITLE ONE SCHOOLS ACHIEVE ONE EIGHT CAMPUSES LIKE THE ROSES PROGRAM.

I'M AFRAID THAT WE'RE GOING TO LOSE THAT.

THAT'S BENEFICIAL TO A LOT OF THESE CAMPUSES.

A LOT OF THESE KIDS, YOUNG PEOPLE NEED THAT SUPPORT OF THOSE TYPES OF PROGRAMS. I WOULD SURE HATE TO SEE MONEY LOST FOR THAT IN THOSE CAMPUSES.

THANK YOU. TRUSTEE HERNANDEZ.

THANK YOU. THANK YOU, EVERYONE, FOR YOUR HARD WORK ON THIS PRESENTATION.

I'M GOING TO START WITH SLIDE FOUR.

I SEE SUPERINTENDENT AS ONE OF THE CENTRALLY FUNDED EXPENDITURES.

CAN YOU TELL ME WHAT GOES INTO THAT AND MAYBE SOME HISTORICAL I DON'T KNOW IF YOU HAVE HISTORICAL KNOWLEDGE ON WHAT THAT HAS BEEN SPENT ON, BUT I HAVEN'T SEEN THAT BEFORE. CHIEF REED, CAN YOU SHARE SOME HISTORICAL PERSPECTIVE HERE? ON SUPERINTENDENT. YES, THAT'S REALLY JUST THE SUPERINTENDENT, HIS ADMIN AND A LITTLE BIT OF SUPPLY DOLLARS.

THAT'S NOT A REAL BIG BUDGET.

SO THAT'S MOSTLY STAFF.

YEAH, IT IS. YEAH, I JUST NEEDED TO HAVE SOME INFORMATION ON THAT.

AND THEN ON SLIDE TEN, I THOUGHT IT WAS INTERESTING THAT SAYS WE WILL NO LONGER WRITE CURRICULUM FOR CORE CONTENT AREAS.

AND SO I'M WONDERING HOW THAT WORKS WITH I KNOW THAT SOME OF THE PRESENTATIONS THAT Y'ALL HAVE GIVEN US SAY, HEY, WE'RE GOING TO PROVIDE THE UNIT PLANNING GUIDE X, Y AND Z.

SO HOW DO THOSE TWO THINGS MIX TOGETHER? SO OF COURSE, AND I'LL LET CHIEF BIRD JUMP IN HERE.

OF COURSE, BEING THAT THERE WON'T BE A NEED FOR THE WRITING OF CURRICULUM, BECAUSE A LOT OF THESE THINGS ARE PROVIDED IN THE NEW CURRICULUM.

THESE POSITIONS ARE GOING TO BE MORE SO RECATEGORIZED AS IMPLEMENTATION TYPE OF POSITIONS CHEAPER.

AND SO THE. YEAH.

SO CURRENTLY WE WRITE DOWN TO THE DAILY LESSON PLANS THAT PEOPLE WANT THEM.

SO THAT THAT'S THE PART THAT WILL GO AWAY.

WE'LL HAVE A SCOPE AND SEQUENCE, WE'LL STILL HAVE ASSESSMENTS.

BUT AS WE BRING ON ADOPT A CURRICULUM MATERIALS, THERE WON'T BE A NEED TO WRITE CURRICULUM FOR THE CORE CONTENT AREAS.

THERE'S STILL FOR MUSIC AND ART, THOSE THINGS WILL STILL HAVE THAT WILL STILL HAPPEN.

BUT SO THERE WILL BE SUPPORT, THOUGH, BECAUSE AS SUPERINTENDENT HOUSE SAID, THE POSITIONS ARE BEING RECATEGORIZED TO CURRICULUM IMPLEMENTATION COACHES.

THERE STILL WILL BE SUPPORT.

IT JUST WON'T BE TO THE DAILY LESSON PLAN LEVEL.

THAT WOULD BE UP TO THE TEACHER TO TAKE THE SCOPE AND SEQUENCE AND THEN IMPLEMENT THE CURRICULUM THAT WE.

WHEN YOU SAY THAT THERE WON'T BE A NEED ANYMORE, IS THAT BECAUSE THE NEW CURRICULUM IS SO ROBUST THAT IT DOESN'T NEED IT OR AND WE KNOW THAT IT'S A LINE.

I MEAN, ONE OF THE REASONS THAT WE'RE ADOPTING IS BECAUSE THE STANDARDS ALIGN AND IT'S ON GRADE LEVEL.

SO WE DON'T.

MOST BIG DISTRICTS HAVE MOVED AWAY FROM WRITING THEIR OWN CURRICULUM FOR THAT VERY REASON, BECAUSE YOU CAN PURCHASE STANDARDS ON CURRICULUM.

AND SO THERE'S NO NEED TO TO REDO IT.

AND SINCE WE'RE NOT IMPLEMENTING THAT CURRICULUM FOR EVERY SCHOOL RIGHT AWAY, WHAT WILL HAPPEN WITH THE TEACHERS THAT DON'T? RIGHT. SO THAT'S A GREAT QUESTION.

AND THERE'S STILL THE SCOPE AND SEQUENCE IS STILL AVAILABLE.

AND ACTUALLY, THERE'S THEY ARE CURRENTLY UPDATING THE CURRICULUM MATERIALS THAT WILL BE AVAILABLE FOR TEACHERS NEXT YEAR THAT ARE NOT ADOPTING RIGHT NOW.

AND, YOU KNOW, WE STILL HAVE WE'LL STILL DO SOME REVISION OF ASSESSMENTS ALONG THE WAY AND THOSE TYPE OF THINGS.

OKAY. AND THEN I THINK ON THE SAME SLIDE, THE LAST THING ON HERE SAYS ELIMINATION OF VARIOUS TITLE ONE PROGRAMING.

WHAT TYPES OF PROGRAMS WILL BE ELIMINATED HERE? SO WE'RE LOOKING AT THE MENTORSHIP PROGRAMS THAT WE HAVE CURRENTLY IN PLACE THAT ARE FUNDED BY TITLE.

THE NEED WAS TO, AS WAS INDICATED EARLIER, WE'RE SENDING MORE TITLE ONE DOLLARS TO SCHOOLS SO THAT WE HAVE TO ELIMINATE SOME FROM THE CENTRAL OFFICE.

BUT IN THE STRATEGIC PLAN, WE'RE ALSO REALIGNING SUPPORT FOR STUDENTS IN THROUGH WRAPAROUND THROUGH LOTS OF DIFFERENT WAYS.

SO WE'RE LOOKING AT ELIMINATING POSITIONS THAT ARE TITLE ONE FUND, ESSENTIALLY, SO THAT WE CAN RETURN IT TO THE CAMPUS.

IT IS STUDENT MENTORSHIP PROGRAMS, AND SO ARE THOSE STUDENT MENTORSHIP PROGRAMS GOING TO BE CUT COMPLETELY OR.

ELIMINATED? OKAY.

AND THEN ON SLIDE 12, I ALSO HAD A QUESTION SIMILAR TO TRUSTEE GUIDRY ABOUT THE PROGRAMS. I KNOW THAT WHEN I WAS ON A CAMPUS, THERE WAS 20 DIFFERENT MATH PROGRAMS THAT YOU COULD USE.

RIGHT. SO I KNOW THAT.

THERE WAS SOME INFORMATION ABOUT WHAT HAPPENS CENTRALLY IN TERMS OF THESE TECHNOLOGY PROGRAMS, BUT ON THE CAMPUS LEVEL, HAVE THOSE PROGRAMS BEEN LOOKED INTO?

[01:10:07]

AND CONSOLIDATED CHIEF GO HOUSING SPECIFICALLY TO THOSE SORT OF INSTRUCTIONAL APPLICATIONS OR PROGRAMS SPECIFIC TO THE CAMPUSES ARE NOT PART OF THIS DISTRICT WIDE SOFTWARE LICENSING THAT'S AT THE CAMPUS LEVEL.

TRUSTEE HERNANDEZ, I CAN WE ARE LOOKING AT THOSE RESOURCES THAT ARE AVAILABLE TO SCHOOLS THROUGH ACADEMIC INSTRUCTIONAL TECHNOLOGY.

AND WE ARE TRYING TO NARROW THE SCOPE OF THOSE PROGRAMS SO THAT WE CAN SUPPORT THEM WELL.

OKAY, PERFECT.

AND THEN ON SLIDE 18, THERE IS SOME INFORMATION ABOUT SCHOOL CHOICE.

I KNOW THAT LAST TIME WE HAD A BUDGET MEETING, I ASKED FOR MORE INFORMATION ON BUDGETS FOR MAGNET PROCESS AND I GUESS THE MAGNET BUDGET ITSELF.

DO WE HAVE ANY MORE INFORMATION OTHER THAN.

IN GENERAL, THERE'S $2.5 MILLION.

CHIEF WATTS, ANY INSIGHT HERE? ARE YOU REFERRING TO THE AMOUNT OF DOLLARS ALLOCATED OUT TO THE SCHOOLS THROUGH THE MAGNET.

YES. JUST MORE INFORMATION ON HOW THE MAGNET FUNDS AND HOW THEY'RE ALLOCATED IF WE'RE INCREASING, DECREASING IF IT'S CHANGING AT ALL.

NO CHANGE. IT'S STAYING THE SAME.

AND I CAN GET YOU THAT INFORMATION.

IT'S SAYING THE SAME FOR EVERY SCHOOL AS WELL.

YES, MA'AM. OKAY.

IS THERE ANYONE ELSE FOR ROUND ONE? OKAY. SORRY. THERE'S LIKE, OUT OF ORDER.

OK. TRUSTEE BAKER.

OKAY. THANK YOU SO MUCH.

THERE'S SO MANY OBSERVATIONS I HAVE HERE, SO MUCH THAT CAME TO ME ALL OF A SUDDEN, YOU KNOW, AND SO THIS WOULD BE MY FIRST WORKSHOP. SO MY FIRST QUESTION IS I'M SORRY MY FIRST TIME AROUND WITH DEALING WITH THIS AS A NEW TRUSTEE.

SLIDE TEN, COURT CONTENT.

DOES ANY OF THAT AFFECT THE VERY POPULAR READING AND MATH DEFICIENCIES THAT WE HAVE? ABSOLUTELY. CHIEF BIRD, I'LL LET YOU EXPAND ON THAT.

YES. TRUSTEE BAKER, THAT IS EXACTLY WHY WE'RE DOING THIS RESTRUCTURING, IS ARE TO IMPROVE STUDENT ACHIEVEMENT AT ALL LEVELS.

AND SO THAT'S THE REASON FOR OUR CURRICULUM, ADOPTION AND ALSO THE NEED TO TRAIN TEACHERS AND SUPPORT THEM IN A DIFFERENT WAY SO THAT WE CAN SEE ACHIEVED ACHIEVEMENT IMPROVEMENTS.

DID YOU SAY INSTRUCTION? INSTRUCTIONAL CZAR.

SAID IT AGAIN. I DON'T UNDERSTAND.

NO, WE'RE GOING TO. SO THAT'S EXACTLY WHY WE'RE ADOPTING INSTRUCTIONAL MATERIALS, SO THAT WE CAN SEE, SO THAT WE HAVE CONSISTENT PRACTICES ACROSS THE DISTRICT TO IMPROVE ACHIEVEMENT FOR ALL STUDENTS.

OK ON SLIDE 13.

CHIEF GILHOUSEN, YOU.

DOES DOES ANY OF YOUR REDUCTIONS WILL ANY OF IT AFFECT THE ALREADY GAP? AND HAVING STUDENTS HAVING ACCESS TO DATA ACROSS THE BOARD.

AND TRUSTEE BAKER IT SHOULD NOT.

THIS IS PURELY THE PAYMENT FOR DEVICES, AND WE PLAN TO USE OTHER FUNDS THAT ARE AVAILABLE TO US AT THIS POINT IN TIME TO BE ABLE TO BRIDGE THAT GAP.

AND ALSO ON SLIDE 13.

YOU MENTIONED SCHOOL COVERING SOME OF THE REPAIR COSTS.

THOSE ARE GOING TO BE MORE THE KIND OF THE LONG TERM KIND OF IMPACTS THAT ARE GOING TO HAPPEN.

BUT IN THE SHORT TERM, WE DO HAVE ESSER FUNDS AND WE'RE ACTUALLY GOING TO APPLY FOR WHAT WE CALL ECF FUNDS, WHICH ARE EMERGENCY CONNECTIVITY FUNDS THAT WILL BE AVAILABLE FOR US, BUT THEY'LL BE AVAILABLE FOR TWO YEARS AFTER THAT TWO YEAR PERIOD.

THEN WE'RE GOING TO HAVE TO LOOK AT WHAT IT IS LONG TERM.

ALSO, IS YOUR DEPARTMENT TAKING ADVANTAGE OF OPEN SOURCE SOFTWARE? SO IN SOME INSTANCES THAT BUT I'LL SPEAK TO IT MORE FROM A MONITORING STANDPOINT, NOT NECESSARILY RUNNING A DISTRICT FROM THAT STANDPOINT IN TERMS OF WHERE YOU'RE KIND OF GOING WITH THIS IS THE LICENSING COSTS THAT ARE ASSOCIATED WITH THAT.

SOME OF THE SOFTWARE THAT IS OUT THERE, THAT BEING OPEN SOURCE TENDS TO BE PRONE TO VULNERABILITIES.

THAT PUTS THE DISTRICT AT RISK.

BUT IN SOME OF THOSE OTHER INSTANCES WHERE WE CAN USE SOME OF THE FREE, OPEN SOURCE, WE DO, BUT IT'S VERY LIGHT INSTANCE.

THANK YOU. CHIEF MARLIN ON SLIDE 16, LET'S SUPPORT THE BOARD SERVICES.

AS A NEW TRUSTEE, WE ALREADY HAVE NO SUPPORT.

SO I WANT TO ASK YOU I WANT TO COMPARE THAT VERY QUICKLY TO AND I DON'T MEAN THAT IN A BAD WAY.

I MEAN THAT IN A GOOD WAY.

I WANT TO JUST DO A SLIDE BY SLIDE.

COMPARE THAT ONE WITH SLIDE 27.

WHEN WE PLACE FINANCE LEGAL AUDIT AS HIGH RISK AREAS, YOU KNOW, AND IN

[01:15:03]

POLICE WHEN WE TAKE CARE OF THEM FOR SERVICES.

HAVE YOU JUST PUT THAT OUT THERE, SEE WHAT WE SAY ABOUT IT? ARE YOU SERIOUS ABOUT THAT? BECAUSE WE ACTUALLY NEED.

TRUSTEE BAKER, WHAT I WILL SAY JUST TO KIND OF PROVIDE SOME SOME PERSPECTIVE HERE AND HAVING THE OPPORTUNITY AND SEEING DIFFERENT BOARD SERVICES OFFICES, OF COURSE, AND WORKING IN A SCHOOL DISTRICT, ABOUT 140,000 STUDENTS.

WE HAD TWO INDIVIDUALS IN BOARD SERVICES AND ANOTHER SCHOOL DISTRICT IN ABOUT 40, 40 PLUS THOUSAND.

WE HAD ONE IN HISD.

WE'RE A LARGE DISTRICT, ABOUT 194,000.

AND I BELIEVE WE HAVE SIX OR SEVEN INDIVIDUALS THAT WORK HARD ON A DAILY BASIS TO SUPPORT THE NEEDS OF PREPARING NOT ONLY FOR THESE MEETINGS, BUT SUPPORTING YOU ALL ON A CONSISTENT BASIS AS WELL.

DON'T DON'T GET ME WRONG, WE DO.

AND THEY THEY DO WORK HARD.

BUT WHAT I'M SAYING IS TO ME, SEEMS LIKE THAT WE'RE ALREADY RUNNING ON FUMES.

ANYWAY. I HAVE SOME MORE.

TRUSTEE BAKER, IF YOU DON'T MIND.

I JUST WANT TO ADDRESS THE QUESTION.

I WAS VERY DILIGENT AND NOT TRYING TO MESS TOO MUCH WITH BOARD SERVICES BUDGET FOR THE REASON YOU MENTIONED THAT POSITION IT ALIGNS WITH THE REST OF THE DEPARTMENTS THAT THERE'S ONE PERSON RUNNING A DEPARTMENT.

IN THIS CASE THERE WERE TWO.

SO THE SUPPORT SHOULDN'T THE SUPPORT WILL BE IMPACTED.

BUT IT'S MORE JUST TO ALIGN ITSELF WITH THE REST OF OUR DEPARTMENTS.

SO. AND I HEAR YOU.

I WOULD, I THINK BOARD SERVICES IS VERY IMPORTANT AND I DON'T TAKE A REDUCTION LIGHTLY.

BUT AGAIN, IT'S TO ALIGN TO HOW OTHER DEPARTMENTS LOOK AS WELL.

OKAY. I'M OUT OF TIME.

TRUSTEE SANTOS.

THANK. THANK YOU, PRESIDENT CRUZ AND SUPERINTENDENT HOUSE FOR THE PRESENTATION.

ON PAGE TEN, WE WILL NO LONGER WRITE CURRICULUM FOR CORE CONTENT AND TRUSTEE.

HERNANDEZ. THANK YOU FOR TAKING MOST OF MY QUESTIONS, HOWEVER, CHIEF BIRD.

THERE ARE MANY OTHER DISTRICTS THAT HAVE ADOPTED THIS TEA CURRICULUM, BUT MANY OTHER DISTRICTS ARE CENTRALIZED.

WE ARE DECENTRALIZED.

AND THAT LEAVES TEACHERS AT A DEFICIT THERE.

OKAY. SO WE HAVE SO MANY TEACHER VACANCIES RIGHT NOW.

WE'RE HEMORRHAGING TEACHERS LEFT AND RIGHT.

HAD A COMMUNITY MEETING.

THERE ARE 18 TEACHERS OUT OF 24 LEAVING ONE OF MY SCHOOLS.

AND I'M WONDERING WHAT IT WOULD TAKE TO ACCELERATE OUR IMPLEMENTATION OF THE STRATEGIC COMPENSATION PLAN.

IF THE TEACHER SALARY SCHEDULE PLANNED FOR 23-24 WERE TO BE IMPLEMENTED FOR 2223, THEN WOULD THAT COST THEN BE 62 MILLION ACCORDING TO SLIDE 37? CHIEF REED. WHICH LINE? SLIDE 37. WHICH LINE? WHILE YOU'RE LOOKING FOR THAT PIECE TRUSTEE SANTOS I WILL HAVE OUR CHIEF OF TALENT TO SHARE A LITTLE INSIGHT IN REFERENCE TO COMPENSATION PIECE.

SURE. THE FIRST PART OF THE RESPONSE I WOULD SAY IS YES.

SO WE'VE SHARED IN THE LAST BUDGET WORKSHOP THAT THE YEAR ONE COST OF THE COMPANY EXCUSE ME, YEAR ONE COST OF THE COMPENSATION PLAN IS $82.7 MILLION.

AND YEAR TWO OF THE COMPENSATION PLAN IS AN ADDITIONAL $63.

SO TO IMPLEMENT THE THE TO ACCELERATE IT SO THAT WE IMPLEMENT YEARS ONE AND TWO ALL AT ONCE WOULD COST $82.7 PLUS $63 MILLION.

THAT MONEY IS ALREADY GOING TO BE SPENT ANYWAY.

RIGHT. YEAR ONE, WE'RE STILL GOING TO SPEND $82.7, YEAR TWO WE'RE STILL GOING TO SPEND $63 MILLION.

SO INSTEAD OF DOING IT OVER A COURSE OF TIME, WE WOULD JUST DO IT ALL AT ONCE.

SURE. SO I GUESS WHAT I'M SAYING IS IN IN THE UPCOMING YEAR, 2022 TO 2023, IT WOULD COST $145 MILLION INSTEAD OF $82.7 MILLION.

SO THE SECOND YEAR, IF WE DIDN'T IMPLEMENT ANYTHING, ANYTHING NEW IN THE SECOND YEAR WOULDN'T COST MORE THAN THAT.

BUT WE'RE STILL INCREASING THE COST IN THE UPCOMING YEAR BY $63 MILLION.

[01:20:01]

RIGHT NOW. WHAT WOULD KEEP US FROM DOING THAT? I WOULD SAY THAT AS WE DEVELOPED THE COMPENSATION PLAN, WE HAD MULTIPLE, MULTIPLE GOALS IN MIND.

ONE WAS TO MAKE SURE THAT WE COULD BECOME INCREASINGLY COMPETITIVE ACROSS ALL OF OUR GROUPS OF EMPLOYEES.

THE OTHER WAS TO DO SO IN THE CONTEXT OF OUR CURRENT BUDGET SITUATION.

THAT INCLUDES BOTH THE STRUCTURAL DEFICIT AND AVAILABLE FUND BALANCE THAT CAN HELP US BRIDGE THE NEXT COUPLE OF YEARS.

THE IF WE WERE TO DO YEAR ONE AND YEAR TWO ALL AT ONCE, I WOULD SAY THE THAT WOULD UPSET THE BALANCE OF WHAT WE WERE SEEKING TO DO, WHICH IS TO PUT FORWARD A REALLY AGGRESSIVE COMPENSATION PLAN WHILE TAKING INTO ACCOUNT OUR NEED TO BE FISCALLY RESPONSIBLE.

SO I THINK THE ANSWER TO WHY NOT DO IT WOULD BE THAT IT WOULD COST $63 MILLION MORE DOLLARS IN A YEAR THAT CHIEF REED HAS JUST SHARED THE ANTICIPATED BUDGET DEFICIT IS ALREADY ALMOST $70 MILLION.

I'M JUST A LITTLE CONCERNED WITH HOW MANY TEACHERS WE'RE LOSING AND HAVING THOSE 300 AVAILABLE IN FUND BALANCE.

AND IF OUR THEORY OF ACTION IS THAT WE HONOR HUMAN TALENT AND WE WANT TO GROW THE PEOPLE THAT WE HAVE AS OPPOSED TO SHORT TERM GOALS THAT ARE ONLY WE'RE GOING TO PHASE THESE GOALS OUT IN 3 TO 5 YEARS.

WHY WE WOULDN'T INVEST IN OUR OUR WORKFORCE SPECIFICALLY BECAUSE YOU TALKED ABOUT NOT CUTTING LEGAL.

WELL, TEACHERS ARE THE ONES THAT ACTUALLY IMPLEMENT COMPLIANCE.

SO IF YOU HAD TEACHERS ON THE GROUND, MAYBE YOU WOULDN'T HAVE NEED.

WE COULD FULFILL THOSE COMPLIANCE EFFORTS ON THE GROUND.

WE WOULDN'T HAVE A NEED FOR LEGAL.

SURE, I WOULD IF I MAY, I WOULD SAY WE HAVE PUT FORWARD A COMPENSATION PLAN THAT IN EACH OF THE NEXT THREE YEARS IS, AGAIN, A PRETTY AGGRESSIVE ATTEMPT AT BEING REALLY COMPETITIVE AND RETAINING AND RECRUITING MORE PEOPLE.

18 OUT OF 24 TEACHERS.

HOW MUCH MORE? I MEAN, WE 18 OUT OF 24 TEACHERS FROM ONE CAMPUS.

AND I AGREE THAT THAT DEFINITELY IS CONCERNING.

AND THAT'S ONE OF THE REASONS WHY WE LOOKED AT THE COMPENSATION PLAN THAT WE DO HAVE ON THE TABLE.

WE'RE TALKING ABOUT ABOUT A 6.7% INCREASE, IF I'M NOT MISTAKEN, ACROSS THE BOARD, WHICH IS WHICH IS SIGNIFICANT.

IT'S ACTUALLY WELL, IT MIGHT BE SIGNIFICANT, IT'S JUST STILL NOT ENOUGH.

I WOULD I WOULD JUST SHARE I APPRECIATE THE EXAMPLE THAT YOU SHARED AND WOULD SAY THIS THIS DATA IS NOT COMPLETE BECAUSE WE'RE WE'RE STILL COLLECTING THIS INFORMATION.

BUT FOR THE LAST MONTH, WE'VE BEEN ASKED SINCE APRIL 5TH, WE'VE BEEN ASKING OUR TEACHERS TO LET US KNOW THEIR INTENT FOR NEXT YEAR.

TEACHERS HAVE UNTIL TOMORROW TO LET US KNOW THEIR INTENT.

WE'VE HEARD FROM A PRETTY SIGNIFICANT MAJORITY OF OUR TEACHERS, AND ABOUT 93% OF THOSE TEACHERS WHO HAVE RESPONDED SAY THEY'RE COMING BACK NEXT YEAR.

WE HAVE MORE THAN 7,000 TEACHERS WHO'VE RESPONDED TO MAKE A COMMITMENT TO STAY WITH US, NOT JUST NEXT YEAR, BUT FOR THE NEXT THREE YEARS.

I ACKNOWLEDGE, LIKE THIS IS INCOMPLETE INFORMATION.

WE DON'T YET KNOW HOW IT WILL ALL PLAY OUT.

BUT THERE ARE EARLY INDICATORS THAT WHAT WE'RE DOING, BOTH FROM THE COMPENSATION PLAN, BUT ALSO OTHER INCENTIVES, IS COMPELLING TO A LOT OF OUR TEACHERS. SO MY QUESTION IS ON SLIDE 4, THE CENTRALLY FUNDED EXPENDITURES TOTAL IS $466 MILLION.

AND THEN I HAD DONE A Q&A QUESTION AND THESE CHARTS WERE PROVIDED WITH THE LAST BUDGET Q&A IN APRIL RIGHT BEFORE THE MEETING. SO ON THE LAST PAGE OF THAT THOSE CHARTS, THE 2021 2022 ADOPTED BUDGET APPROPRIATIONS.

SO WE HAVE DEPARTMENTS AT $466 MILLION SCHOOLS AT $53 I'M SORRY, ONE POINT ALMOST 2,000,053% OF THE BUDGET RECAPTURE 10% OF THE BUDGET.

AND THEN THERE'S THIS BIG, HUGE BUCKET CALLED DISTRICT WIDE, 16% OF THE BUDGET AT $364 MILLION.

SO WHAT ARE WHAT IS DISTRICT WIDE AND WHY IS THAT DIFFERENT FROM THIS $466 MILLION? AND ARE THERE NO CUTS TO THAT BUCKET? CHIEF REED, CAN YOU EXPAND, PLEASE? THERE ARE THERE'S A SMALL CUT.

THERE'S $3.6 MILLION IN THE SLIDES ON HERE.

BUT THOSE ARE THINGS LIKE OUR UTILITIES.

IT HAS OUR TAX INCREMENT REINVESTMENT ZONE.

THAT'S $60 MILLION ALONE.

JUST JUST THAT ONE.

WE HAVE OUR APPRAISAL DISTRICT FEES.

THAT'S ABOUT $15 MILLION.

THAT'S FOR OUR PROPERTY INSURANCE.

THAT'S ABOUT $17 MILLION.

I'M TRYING TO THINK OF SOME OTHER OTHER BIG ONES THAT ARE IN THERE.

[01:25:05]

WE HAVE SOME TRS COSTS IN THAT.

SO IT'S ALL FIXED COST THAT THE DISTRICT THE DISTRICT HAS.

WE ALSO IN THAT I THINK IS OUR I THINK IT IS IS OUR LIKE OUR CRITICAL SHORTAGE STIPENDS, OUR BILINGUAL STIPENDS, MENTORING STIPENDS, LONG TERM SUBSTITUTES FOR OUR CAMPUSES IN THERE.

THOSE ARE SOME OF THE BIG EXAMPLES.

SO JUST TO BE CLEAR, IT'S IT'S THINGS THAT CANNOT BE REDUCED? IF WE HAVE SAVINGS, WE CAN.

BUT. RIGHT.

SO WE'RE REDUCING ABOUT $3.6 AS WE'VE GONE THROUGH AND LOOKED AT THAT.

BUT YEAH, YOU KNOW, YOU'RE GOING TO PAY YOUR APPRAISAL DISTRICT FOR YOU GOT TO PAY UTILITIES AND WATER AND SO FORTH.

SO THOSE ARE THINGS THAT ARE REALLY FIXED COSTS THAT THE DISTRICT HAS.

WHERE IS WHAT IS THE $3.6 MILLION CUT IN THAT DISTRICT WIDE? IT'S ACROSS VARIOUS PLACES WHERE WE SAID, WELL, WE THINK WE CAN REDUCE THESE IN THESE PLACES.

OKAY. YEAH, THAT'S HELPFUL.

ON SLIDE TEN AND I JUST WANT TO MAKE SURE I HEARD THE ANSWER CORRECTLY THAT ONE OF MY COLLEAGUES ASKED.

SO THE REDUCED COLLEGE CAREER READINESS ADVISORS, THAT'S MOSTLY UPPER MANAGEMENT, NOT FOLKS GIVING DIRECT SERVICE? YEAH, SO IT IS.

IT IS. WE'RE ELIMINATING THE POSITION AND WE'RE RESTRUCTURING IT.

AND SO THOSE PEOPLE IN THAT POSITION WILL HAVE AN OPPORTUNITY TO APPLY FOR THE NEW POSITION, WHICH WILL INCLUDE MORE RESPONSIBILITIES.

IN ADDITION TO DIRECT SERVICES STUDENTS, THERE WILL BE ADDITIONAL RESPONSIBILITIES BECAUSE WE'RE CUTTING A LAYER OF MANAGEMENT OUT.

OKAY. YEAH. SO ON SLIDE 34, CHIEF REED, I HEARD YOU TALK ABOUT I KNOW WE HAVE THESE PROPOSED CHANGES TO POSSIBLE HOMESTEAD VALUES THAT VOTERS ARE VOTING ON RIGHT NOW. SO YOU SAID THAT THIS WOULD NOT REFLECT THAT NECESSARILY.

AND MY UNDERSTANDING WAS THAT THE STATE WOULD MAKE UP THE DIFFERENCE.

AM I INCORRECT IN THAT? IN OUR CASE, IT REDUCES RECAPTURE IN OTHER DISTRICTS THAT GETS MADE UP WITH STATE AID.

OKAY, VERY GOOD TO KNOW.

SO I GUESS IT STILL BENEFITS US.

I MEAN, I SHOULDN'T SAY BENEFITS.

IT DOESN'T YEAH, IT BENEFITS THE HOMEOWNER, BUT THE DISTRICT JUST ENDS UP BASICALLY YOU CAN ALMOST SAY THAT REDUCING, REDUCING OR INCREASING THE HOME EXEMPTION TO $40,000 MEANS THAT OUR TAXPAYERS ARE SENDING WE'LL BE SENDING LESS MONEY BACK TO THE STATE.

RIGHT. THANK YOU. IT DOESN'T IMPACT THE BUDGET.

OKAY. THANK YOU FOR CLARIFYING.

SO I THINK WE ARE NOW IN ROUND TWO.

CORRECT. TRUSTEE GUIDRY.

THANK YOU. FIRST OF ALL, LET ME JUST GIVE A SHOUT OUT TO CONGRESSWOMAN SHEILA JACKSON LEE, WHO JUST SECURED FUNDING FOR A PROJECT AT BOOKER T WASHINGTON THAT WAS JUST SUBMITTED AS AN ADVISORY.

SUPERINTENDENT HOUSE GOING BACK TO SLIDE FOUR? EARLIER YOU SAID THAT IT WAS 66, 64% COMPENSATION, BUT ON THE SLIDE, IT SAYS 55%.

WAS THAT JUST AN ERROR OR WERE YOU ADDING IN DIFFERENT NUMBERS? ADD IN BENEFITS.

SO YOU WERE ADDING IN THE BENEFITS WITH THAT, CORRECT? OK. OK. GOTCHA.

OKAY. ALL RIGHT.

AND THEN ON THE SAME SLIDE ON WELL, NO, ON SLIDE 4, IF WE LOOK AT AUDIT AND FINANCE, ARE THOSE FOR INSTANCE, FOR AUDIT, ARE THOSE THOSE OUTSOURCED AUDITS, THE $2.5 MILLION? CHIEF REED. THAT IS BOTH.

THAT'S THE WHOLE DEPARTMENT.

THAT'S THE WHOLE DEPARTMENT.

THAT'S CORRECT. SO HAVE WE CONSIDERED CUTS IN THAT DEPARTMENT? BECAUSE I DON'T SEE ANYTHING HERE ON AUDIT.

I MEAN, ON CUTTING OF THE AUDIT DEPARTMENT.

CHIEF REED. SO WE'VE TALKED ABOUT REDUCTIONS IN THE AUDIT DEPARTMENT, BUT WE'VE NOT RECOMMENDED THAT BECAUSE WE WANT TO ENSURE THAT THE AUDITS THAT ARE IN THE AUDIT PLAN ARE GOING TO BE ABLE TO GET DONE.

OK. AND WHAT ABOUT FINANCE AND BUSINESS SERVICES AGAIN ARE THOSE SALARIES? YEAH, IN MY AREA, THAT'S ABOUT ABOUT 90% OF THAT IS SALARIES AND THE REST OF IT IS NON SALARY.

OKAY. AND CAN I WELL, I'LL DO A Q&A ON FINDING OUT THE REST.

OKAY. AND THEN, DOCTOR WATTS SLIDE 19, PLEASE?

[01:30:01]

OKAY, SO THIS WHOLE THING CONCERNS ME LESS MONITORING, SUPERVISION, SUPPORT PROVIDER, SCHOOL, REDUCE EFFICIENCY AND BROKERING SERVICES AND INFORMATION TO SCHOOLS MINIMIZES EFFORTS TO QUICKLY RESOLVE PARENTAL CONCERNS THAT ESCALATE TO CENTRAL OFFICE.

THESE ARE THE THINGS THAT WE HAVE COMPLAINTS ABOUT OVER DECREASE THE CAPABILITY TO RESPOND TO OUR SHAREHOLDER INQUIRIES.

IS THERE ANYWHERE ELSE WE CAN FIND SOME OF THIS MONEY? IN MY DEPARTMENT MOST OF THE MONEY IS IN SALARIES AND BENEFITS I HAVE.

VERY LITTLE.

I HAVE NO CONTRACTS, NO OTHER PLACE FOR ME TO LOOK EXCEPT PEOPLE.

AND WE TALK ABOUT PEOPLE TRUSTEE GUIDRY WE'RE TALKING ABOUT, I BELIEVE, PROBABLY NINE OR TEN INDIVIDUALS SPECIFICALLY IN THIS DEPARTMENT, SIX SSOS, I BELIEVE A DIRECTOR, TWO DIRECTORS, TWO DIRECTORS, AN ASSISTANT SUPERINTENDENT OR A COUPLE OF ASSISTANT SUPERINTENDENTS.

I'M NOT MISTAKEN. SO IT IS IT IS DEFINITELY REFLECTIVE OF WHAT'S AVAILABLE.

AND THAT'S THAT SALARIES.

MM HMM. AND SO DOES FACE COVER SOME OF THIS, TOO.

I SAW YOU MOVING, SO THAT'S WHY I'M HERE.

AND THIS IS ACTUALLY BACK TO YOUR LAST QUESTION.

YES. FACE WILL USE OF ESSER FUNDS.

PART OF WHAT WE'RE DOING WITH FACES, WE WILL STIPEND.

WE WILL OFFER STIPENDS TO A PARENT NAVIGATOR ON EACH CAMPUS, WHICH WILL BE THE IDENTIFIED FACE PERSON SO THAT PARENTS HAVE A PLACE TO GO.

THEY KNOW WHO THE PERSON IS ON THEIR CAMPUS TO TO TO RESPOND TO PARENT CONCERNS, TO HELP FACILITATE SDMCS AND PTOS.

SO WE WILL OFFSET SOME OF THAT.

IT WON'T BE GENERAL FUND SUPPORTED IN THE SHORT TERM ESSER WILL HELP US BRIDGE THAT GAP.

THE FACE WORK IS REALLY IMPORTANT TO ME TOO.

TRUSTEE DEIGAARD.

THANK YOU. SO WE HAVE LOST 10% OF OUR STUDENTS OVER THE PAST ABOUT FOUR YEARS.

CORRECT. BUT WE ARE STILL OPERATING LIKE WE HAVE THE CAPACITY OF KIDS THAT WE HAD HAD IN THE PAST.

IT IS UNCOMFORTABLE BUT UNAVOIDABLE THAT WE ARE MAKING CUTS TO OUR DEPARTMENTS AND TO THE OPERATIONS OF THIS DISTRICT.

EVERYBODY IS GOING TO BE UNHAPPY ABOUT WHATEVER DECISIONS ARE MADE WITH THAT.

THE QUESTION THAT I HAVE AND I STRUGGLE WITH ACROSS THE BOARD CUTS FOR THIS REASON, BECAUSE THE CUTS, ANY CUTS NEED TO BE MADE IN A WAY THAT HAS THE LEAST IMPACT ON STUDENTS. SO REFERRING TO PAGE 7, WHAT DATA, MR. SUPERINTENDENT, DID YOU USE TO INFORM YOUR DECISIONS AND WHAT IN THAT DATA INFORMED THE DECISIONS THAT THESE ARE THE DECREASES THAT WILL HAVE THE LEAST IMPACT ON OUR BOARD GOALS? SO PART OF PART OF WHAT WE DID AS A TEAM IS WE SAT DOWN TO TO LOOK AT WHAT CUTS WE COULD WE COULD MAKE, FIRST OF ALL, AND AND WHAT CUTS WE COULDN'T MAKE.

AND IE THERE WERE CERTAIN DEPARTMENTS THAT WE TRIED NOT TO TOUCH BECAUSE WE KNOW THAT SERVICES WOULD BE AFFECTED AT SCHOOLS THAT WOULD THAT WOULD AFFECT GOALS AND RESTRAINTS. SO THAT'S WHAT WE PULLED OUT, YOU KNOW, THE THREE OR FOUR DIFFERENT AREAS THAT WE FOCUSED ON.

BUT EACH CHIEF WAS WAS TASKED WITH WHAT THAT LOOKS LIKE AND ALIGNMENT TO OUR BOARD GOALS.

AND AND WE CAME BACK TOGETHER COLLECTIVELY AFTER THOSE INDIVIDUAL TASKING OF EACH CHIEF TO ENSURE THAT WE STAYED ALIGNED AND WE GOT TO THE $60 MILLION THAT WE WANTED TO GET TO.

SO IT WAS DEFINITELY SOMETHING THAT WE REFLECTED ON DURING THIS PROCESS THAT WE DIDN'T TAKE LIGHTLY AT ALL.

BUT IT WAS IMPORTANT TO TO GET TO THE NUMBER.

CAN YOUR CHIEFS SHARE SOME EXAMPLES OF THE DATA THAT THEY LOOKED AT AND HOW THEY USED IT IN THEIR DECISIONS? SURE. IS THERE A SPECIFIC AREA THAT YOU'RE INTERESTED.

WHOEVER WANTS TO VOLUNTEER? IS THERE A SPECIFIC AREA THAT YOU'RE INTERESTED IN? ANY OF THEM, REALLY ANY OF THEM.

ALL OF THEM. IF THEY WANT TO.

THANK YOU. SO THERE ARE CERTAIN THERE ARE DEFINITELY CERTAIN AREAS WE DIDN'T TOUCH AT ALL.

SO, FOR EXAMPLE, SPECIAL POPULATIONS, WE DID NOT REDUCE ANYTHING BECAUSE THOSE ARE THE MOST VULNERABLE CHILDREN.

AND THEN THERE ARE AND THEN AGAIN, PART OF THIS IS BECAUSE WE ARE ADOPTING CURRICULUM.

SO THERE REALLY WAS A NEED TO REDUCE.

AND THAT WAS THE REALLY THE DATA POINT.

WE HAD AN AUDIT OF THE ACADEMIC DEPARTMENT WHEN THE SUPERINTENDENT FIRST CAME TO THE DISTRICT THAT I USE VERY HEAVILY IN MY DECISIONS ABOUT WHAT CURRICULUM AREAS, WHAT WE NEEDED TO DO ON CURRICULUM AND INSTRUCTION.

AND SO MY GOAL WAS TO KEEP THE SUPPORT TO SCHOOLS AS MUCH AS POSSIBLE.

SO THEY'RE REALLY, YOU KNOW, THE ACADEMICS TEAM WILL REALLY BE PUSHED OUT INTO SCHOOLS MORE FREQUENTLY AND ALIGNED WITH THE SCHOOL'S OFFICE SO THAT WE REALLY ARE SUPPORTING THE IMPLEMENTATION OF THESE NEW CURRICULUM PRODUCTS.

[01:35:03]

BUT, YOU KNOW, I DO HAVE ONE OF THE LARGER BUDGETS, SO MY CUT IS GOING TO BE PROPORTIONATELY LARGER THAN THAN OTHER PEOPLES.

BUT IT WAS HOW DO WE PROTECT SUPPORT TEACHERS AND PROTECT CLASSROOMS AS MUCH AS POSSIBLE? AND THEN HOW CAN WE BE SMARTER ABOUT CENTRALIZED SUPPORT TO TEACHERS BY PUSHING SUPPORT OUT TO THE SCHOOLS THAT NEED THE MOST.

OKAY. ANY OTHER DEPARTMENTS THAT COULD SHARE, I THINK.

WHAT? WHAT I WILL SAY ON TOP OF ACADEMICS, OUR TALENT, AS WELL AS OUR SPECIAL EDUCATION.

THERE WERE FOUR DIFFERENT AUDITS, OF COURSE, OF FINANCE SIDE OF THE HOUSE AS WELL.

THOSE WERE ALL DATA PIECES THAT WERE EXTREMELY HELPFUL.

AND AND THE DECISION MAKING, DECISION MAKING AND FOCUS THAT WE WANTED TO THINK ABOUT IN REFERENCE TO THE $60 MILLION.

DR. WATTS, IF YOU'D LIKE TO SHARE A LITTLE BIT ABOUT THE SCHOOLS OFFICE AND KIND OF WHAT WE THOUGHT THROUGH IN REFERENCE TO IT IN THOSE CUTS, I REFERENCED PREVIOUS LBB REPORTS ON SCHOOL SUPERVISION AND SUPPORT.

I ALSO LOOKED AT NATIONAL RESEARCH AROUND PRINCIPAL SUPERVISOR OR PRINCIPAL RATIO, AND WE ARE A LITTLE BIT UNDER THAT RATIO AS A DISTRICT.

SO TO UP THAT A LITTLE BIT IS NOT.

I ANTICIPATE THAT IT WILL NOT BE AS DETRIMENTAL MAYBE AS IT FEELS RIGHT NOW.

BUT I AM EXCITED YESTERDAY I SENT A SURVEY OUT TO PRINCIPALS.

ABOUT 186 OF THEM HAVE RESPONDED AND OVER 85% OF THEM SAY THAT THE SUPPORT THAT THEY'VE BEEN GIVEN THIS YEAR IS EITHER EXCELLENT OR THEY AGREED WITH THE STATEMENT.

THE SUPPORT THAT I'VE BEEN GIVEN THIS YEAR IS EITHER GOOD OR EXCELLENT.

SO IT'S A BALANCE BETWEEN THE WORK WE'VE DONE THIS YEAR AND THE POSITIVE RESPONSES THAT WE'VE GOTTEN FROM PRINCIPALS, BUT ALSO COMPARING THAT TO THE NATIONAL DATA.

AND I'M ALSO OF THE MINDSET THAT LIKE MORE IS NOT ALWAYS BETTER.

IT'S AROUND WORKING SMARTER AND FINDING WAYS TO BE MORE EFFICIENT.

AND SO I WENT INTO IT WITH THAT MINDSET.

OKAY. ANOTHER FOLLOW UP TO THAT, MR. HOUSE. HOW WAS OUR STUDENT DATA USED IN THIS PROCESS? OF COURSE. OF COURSE, IT WAS HAND IN HAND.

EVERYTHING THAT WE WE DID, WE UTILIZE EVERY SOURCE THAT WE HAD.

OF COURSE, ON THE ON THE ACADEMIC SIDE.

DR. BIRD, IF YOU'D LIKE TO SHARE.

SURE. SPECIFICALLY AROUND CURRICULUM AND AND WHAT DATA WAS UTILIZED TO ENSURE THAT SOME OF THE DECISIONS THAT WE MADE WERE ALIGNED WITH THE KIND OF GROWTH THAT WE WANT TO SEE.

I MEAN, IN TERMS OF THESE THESE DEPARTMENT CUTS, LIKE HOW THE STUDENT DATA WAS USED TO DETERMINE THESE CUTS.

SO FOR ME, DEFINITELY IT WAS BECAUSE WE'RE LOOKING AT THE GROWTH TARGETS THAT THE BOARD HAS SET AND HOW WE CAN ACHIEVE THOSE.

AND I THINK WE SHOULD BE EVEN GOING ABOVE THAT TO CLOSE GAPS.

SO ALL THE THINGS THAT I'M DOING ARE ABOUT HOW WE CAN IMPROVE OUTCOMES FOR ALL CHILDREN, BUT PARTICULARLY CLOSING THOSE GAPS.

SO WE'RE GOING TO RESTRUCTURE EVEN IN EVEN WITHIN THE ORGANIZATION THAT PEOPLE THAT ARE STILL RESTRUCTURING, THAT BASED ON STUDENT DATA SO THAT IT'S LESS SILOED.

SO THE MULTILINGUAL IS NOT JUST OVER HERE DOING, FOR EXAMPLE, DOING SOMETHING THAT'S COMPLIANCE BASED ONLY AND NOT ROOTED IN INSTRUCTIONAL PRACTICE AND NOT ROOTED IN USING STUDENT DATA. SO OBVIOUSLY MY DEPARTMENT IS LOOKING AT DATA ALL THE TIME TO SEE HOW WE CAN IMPROVE.

OKAY. THAT'S HELPFUL.

THANK YOU. QUESTION ABOUT TRANSPORTATION.

IS THERE ANY DESIGNING OR TRANSPORTATION PLAN TO INCREASE ATTENDANCE AND POSSIBLY ENROLLMENT TO GENERATE REVENUE? CHIEF [INAUDIBLE] IF YOU'D LIKE TO COME UP AND SHARE.

AND WHILE SHE'S COMING UP.

FOR EVERY FOUR WHAT IS IT, EVERY 100 KIDS, WE GET ABOUT $600,000.

IN TERMS OF EVERY HUNDRED KIDS THAT WE TRANSPORT? OR EVERY YEAR THAT WE ENROLL IN OUR DISTRICT? YEAH, ABOUT 700.

OKAY. COULD YOU RESTATE YOUR QUESTION IN REFERENCE TO TRANSPORTATION SPECIFICALLY AS YOU AS YOU DID? OKAY. AND THAT MEANS LIKE A 1% INCREASE IN ATTENDANCE IS ABOUT $12 MILLION, A LITTLE OVER $12 MILLION.

RIGHT. SO MY QUESTION ABOUT TRANSPORTATION WAS, IS THERE ANY DESIGN IN THE TRANSPORTATION PLAN TO INCREASE ATTENDANCE AND POSSIBLY ENROLLMENT TO GENERATE REVENUE? SO WHEN I LOOK AT YOUR OR THINK ABOUT AND PROCESS YOUR QUESTION.

WE ARE ALWAYS TRYING TO BE MORE EFFICIENT, EFFECTIVE, AND SERVICE THE NEEDS OF OUR COMMUNITIES.

AND SO PART OF THAT IS THE FACE OF TRANSPORTATION IS THAT BUS DRIVER.

AND SO WE HAVE TO HIRE HARD TO MAKE SURE THAT WE HAVE THE RIGHT PEOPLE IN PLACE.

SO THE CUTS THAT YOU THAT I ALLUDED TO EARLIER ARE VACANT POSITIONS.

[01:40:03]

AND SO WE HAVE BEEN VERY MINDFUL THAT AS WE GROW IN ENROLLMENT, WHICH WE'RE VERY OPTIMISTIC ABOUT THAT HAPPENING, THAT WE HAVE TO CONSTANTLY ADJUST TO LOOK, TO LOOK, TO LEVERAGE THE LIMITED RESOURCES WE HAVE.

AND SO WITH ENROLLMENT, PART OF THAT IS OUR ROUTING AND SCHEDULING DEPARTMENT TO MAKE SURE THAT AS A PARENT HAS A NEED, THAT WE'RE RESPONSIVE TO THAT PARENT AND THAT KIND OF SELLS OUR SERVICE TO THAT PARENT.

MANY OF OUR STUDENTS STAY WITH US FOR THE WHOLE EDUCATIONAL K THROUGH 12 PROCESS.

RIGHT. AND SO FOR US IT'S ALL ABOUT CUSTOMER SERVICE.

IF A CHILD IS TREATED WELL ON THE BUS, THEY'LL WON'T MIND GETTING ON THE BUS.

IF A CHILD HAS A RELATIONSHIP WITH THAT BUS DRIVER BECAUSE THEY KNOW THEM, THEN THAT SIBLING WILL HAVE A RELATIONSHIP HOPEFULLY WITH THAT BUS DRIVER.

BUT, YOU KNOW, WE ARE YOU KNOW, JUST IN TERMS OF OUR WHOLE DIVISION, WE'RE LOOKING AT EFFICIENCY, EFFECTIVENESS, BECAUSE QUITE HONESTLY, WE'LL NEVER HAVE ENOUGH MONEY TO MEET ALL THE NEEDS. AND I THINK THAT THAT THAT WHOLE CONVERSATION, TRUSTEE DEIGAARD, REALLY SPEAKS TO EACH DEPARTMENT, QUITE FRANKLY, AROUND IMPROVING THE OVERALL QUALITY EXPERIENCE, INCLUDING TRANSPORTATION.

WE MET MOST RECENTLY WITH ORGANIZATIONS THAT I THINK WERE ALL FAMILIAR WITH PASA TO GET THAT THAT KIND OF TEN YEAR PROJECTION IN REFERENCE TO WHERE ENROLLMENT WILL WILL GO.

AND AND WE'RE REALLY INTERESTED IN IN WORKING WITH THEM TO ENSURE THAT WE WORK TOWARDS THAT THAT POSITIVE GROWTH IN ENROLLMENT SO THAT WE CAN SEE THE NUMBERS THAT THAT YOU AND GLENN JUST SHARED IN TERMS OF NOT ONLY STUDENT GROWTH, BUT ALSO FINANCIAL SUPPORT TO TO OUR DISTRICT AS WELL.

SO IT'S DEFINITELY SOMETHING THAT WE'RE THINKING THROUGH.

WE'LL BE WORKING CLOSELY WITH WITH PASA AS A PART OF RIGHT SIZING THE SCHOOL DISTRICT AS WELL AND TAKING A CLOSE LOOK AT WHERE WE NEED TO FOCUS OUR EFFORTS MOVING FORWARD.

TRUSTEE BAKER.

THANK YOU VERY MUCH.

I JUST WANTED IT TO BE KNOWN THAT I RECEIVED THIS INFORMATION LAST NIGHT AT 8:16 P.M..

SO, YOU KNOW, AND I GET UP, GET READY TO COME TO THE MEETING AND HERE WE GO, SCRAMBLING TO ASK SOME QUESTIONS.

SO IF I SOUND SCRAMBLEY A LITTLE BIT, THAT'S WHY I NEED A LITTLE MORE TIME.

SO WELCOME TO THE BOARD.

BUT ONE QUESTION.

ON SLIDE 19.

HOW DO WE ADDRESS THE FACT ON THE BOTTOM THERE, IT SAID THAT WE MAY NEGATIVELY IMPACT RETENTION OF TOP TEACHERS.

BECAUSE I DON'T BELIEVE THAT WE SHOULD NO WAY.

ABSOLUTELY. I AGREE WITH YOU.

THANK YOU FOR THE QUESTION.

WE HAVE OTHER EFFORTS IN THE DISTRICT HAPPENING RIGHT NOW TO BOLSTER OUR TIER TWO STRATEGY AROUND BUILDING TEACHER TALENT.

AND SO THE REASON WHY I USE THE WORD MAY IS BECAUSE I CAN'T REALLY RIGHT NOW ANTICIPATE THE IMPACT THAT IT WILL HAVE.

OTHER STRATEGIES THAT WE'RE USING IN THE DISTRICT, I HOPE WILL COMPENSATE FOR THAT COULD.

OKAY. AND COMING FROM A LARGE ORGANIZATION IN A PAST CITY, I KNEW I KNOW WHAT IT TAKES TO CUT AND BE LEAN AND MEAN.

AND SO I BELIEVE THAT EVERY AREA SHOULD BE AFFECTED, ESPECIALLY EXCEPT FOR THOSE THAT ARE HIGH RISK, LIKE THE POLICE.

ANYWAY, I'M GOING TO COME BACK AROUND AND FINISH MY ROUND TWO I NEED TO LOOK AT THIS SOME MORE.

AGAIN, I JUST GOT THIS INFORMATION, SO.

FORGIVE ME COLLEAGUES, I'LL PASS.

I'LL PASS THE MIC AND COME BACK.

TRUSTEE WADE.

YES? I HAVE A COUPLE OF QUESTIONS.

ONE. LET ME GET BACK TO MY FOLLOWING QUESTION FROM BEFORE ON THE CROSSING GUARDS ON SLIDE SIX.

WHAT WAS THE REASON FOR THE INCREASE IN NEED FOR THAT MANY MORE CROSSING GUARDS? [INAUDIBLE] CHIEF PAUL.

THAT WAS DUE TO ADDITIONAL REQUEST OVER THE YEARS OF WHETHER IT'S A HAZARDOUS WALK ZONE OR SAFETY ISSUE OR WHATEVER.

WE GET CERTAIN AMOUNTS OF MONEY REIMBURSED FROM THE CITY, BUT IT'S ALWAYS NEVER ENOUGH, OBVIOUSLY.

BUT THAT WAS JUST BASED OVER THE YEARS AND REQUEST FOR ADDITIONAL CROSSWALKS BECAUSE OF SAFETY.

AND WE CAN'T GET VOLUNTEERS TO DO THOSE THINGS OR I MEAN, ARE THERE OTHER WAYS WE CAN GO THAT SEEMS A SIGNIFICANT INCREASE COMPARATIVE

[01:45:10]

TO INSTRUCTIONAL SUPPORT.

YOU KNOW, QUITE HONESTLY, IT'S FOR SAFETY.

AND YES, I UNDERSTAND.

AND, YOU KNOW, I'VE BEEN IN SEVERAL DISTRICTS OVER THE YEARS AND.

IT'S IT'S VERY DIFFICULT TO GET VOLUNTEERS TO DO THIS KIND OF WORK, ESPECIALLY IN THE VARIOUS BUSY AND HEAVILY TRAFFICKED AREAS OF TOWN.

OKAY. THANK YOU. I JUST WANTED TO ASK WHEN I SAW THAT NUMBER.

OK LET ME MOVE ON TO WHILE YOU'RE SITTING THERE, I'LL ASK YOU SLIDE 24 AND 25 RIGHT NOW AS IT'S YOU TALK ABOUT MAINTENANCE POSITIONS AND AS IT STANDS, WE HAVE A LOT OF TROUBLE.

AS YOU'VE HEARD OTHER TRUSTEES SAY, I'M HAVING TROUBLE AT SCHOOLS JUST GETTING REQUESTS THAT THEY HAVE THE MATERIALS, THEY'RE NOT GETTING THE MAINTENANCE DONE AT THE CAMPUSES.

AND I HEAR IT ALL THE TIME.

SO IF WE'RE NOT ALREADY PRODUCING GOOD MAINTENANCE OBJECTIVES WITHIN THE DISTRICT, THEN FOR CUTTING FROM THAT AREA, THAT'S A BIG CONCERN, ESPECIALLY HOLDING THE BOND.

IT'S A GREAT OBSERVATION AND A GREAT QUESTION.

A PART OF THIS HAS TO DO, QUITE FRANKLY, WITH, YOU KNOW, THE INCREASED OVERALL DEFERRED MAINTENANCE.

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

AS I'VE INDICATED IN PREVIOUS BOARD MEETINGS AND AS A DISTRICT THIS SIZE, WITH THE PORTFOLIO OF SQUARE FOOTAGE OF BUILDINGS THAT WE HAVE, WE REALLY NEEDED TO BE DOING BOND ISSUES EVERY 3 TO 5 YEARS.

IT'S JUST WHERE WE ARE RIGHT NOW.

AND IT'S A VERY UNFORTUNATE.

BUT THAT'S WHY, YOU KNOW, 2023 OF NOVEMBER WILL BE SO IMPORTANT FOR US, SO THAT WE CAN CLOSE THE GAP ON THE DEFERRED MAINTENANCE THAT WE HAVE THAT'S OUT THERE.

BUT WE CAN'T PUT THAT GENIE BACK IN THE BOTTLE.

I MEAN, IT IS WHAT IT IS.

SO BUT MY POINT IS WE NEED TO DEAL WITH THE CURRENT MAINTENANCE ISSUES THAT WE HAVE ON THESE SCHOOLS AND CAMPUSES.

AND THAT'S A THAT'S AN AREA THAT'S A CONCERN FOR ME AND GENERALLY I THINK WE ALL SHARE THAT SAME CONCERN [INAUDIBLE] BUT THE OTHER ONE I HAVE A QUESTION ABOUT IS THE METRO RELATIONSHIP.

SO WHEN WE SPEAK TO BUSSING KIDS, WHAT IS OUR METRO RELATIONSHIP FOR, SAY, HIGH SCHOOL KIDS, THE OLDER KIDS TO GET PROGRAMS THAT WE COULD MAYBE HELP IN THAT AREA AND THE BUSING? WELL, TRANSPORTATION IS A CHALLENGE, AS YOU KNOW, THROUGHOUT THE COUNTRY.

AND I'LL GET TO YOUR QUESTION, BUT PART OF THE ISSUE YOU RAISED BEFORE IS BEING ABLE TO PAY COMPETITIVE SALARIES TO OUR AIR CONDITIONING TECHS AND SO FORTH.

THE REASON I WAS ABLE TO MAKE THESE CUTS IS BECAUSE I CAN'T FILL THESE POSITIONS BECAUSE OF THE CURRENT PAY LEVEL RIGHT NOW.

BUT WE'RE TRYING.

THE OTHER PART OF YOUR QUESTION IS WE WORK WITH METRO.

WE HAVE A CONSULTANT THAT WE'RE WORKING WITH TO LOOK AT HOW WE CAN BETTER UTILIZE RESOURCES IN THE HOUSTON AREA. PERIOD.

WE HAVE A LOT OF CHILDREN THAT PASS THROUGH OUR CITY FROM OTHER SCHOOL DISTRICTS AND SO FORTH.

SO WE'RE CURRENTLY WORKING ON A PROJECT TO SEE HOW WE CAN BETTER LEVERAGE THOSE RESOURCES.

MAINLY, THEY WANT TO USE SOME OF OUR ASSETS BECAUSE WE'RE BIGGER.

BUT IN TERMS OF TRYING TO TAKE A HOLISTIC APPROACH TO IT, WE'VE BEEN WORKING WITH THEM FOR ABOUT THREE MONTHS ON THAT.

GREAT. I APPRECIATE THAT VERY MUCH.

OKAY. AND THEN I HAVE ONE MORE QUESTION.

OKAY. WE'LL COME BACK THANKS.

TRUSTEE SANTOS.

THANK YOU, PRESIDENT CRUZ.

SO ON PAGE 22, WHAT'S THE COST FOR RUNNING THE ACP PROGRAM? SURE. CHIEF GRANT-SKINNER WILL SHARE A LITTLE INSIGHT HERE.

THE COSTS, THE FULL COST OF THE ACP PROGRAM IS ABOUT 6 TO $700,000 DOLLAR PER YEAR, AND THIS IS CURRENTLY FUNDED BY THE PROGRAM COSTS OF THE PARTICIPANTS.

WE'VE SHARED EARLIER THIS SPRING THAT FOR THE NEXT TWO YEARS WE'VE COMMITTED TO MAKE THAT COST FREE FOR PARTICIPANTS BY PAYING FOR THOSE COSTS WITH ESSER FUNDS.

SO HOW MANY TEACHERS HAVE CURRENTLY SIGNED UP FOR THIS? FOR THIS UPCOMING YEAR, I'M NOT SURE.

[01:50:01]

WE RECENTLY HAD AN APPLICATION DEADLINE.

THERE ARE ABOUT 100 TEACHERS IN THE ACP WHO WERE FIRST YEAR TEACHERS IN THE ACP PROGRAM THIS CURRENT SCHOOL YEAR.

SO NO MORE NEW RECRUITS WILL BE ADDED TO THE ACP PROGRAM.

YES. SO THIS YEAR, THE FIRST YEAR TEACHERS WHO ARE A PART OF THE ACP PROGRAM, THERE ARE ABOUT 100 FOR THIS UPCOMING YEAR WE JUST PASSED THE DEADLINE FOR APPLICATION SO THAT THERE'S A WINTER TO SPRING TIMELINE FOR RECRUITING FOLKS FOR THE ACP PROGRAM FOR THE NEXT YEAR.

SO I DON'T THINK WE HAVE A NUMBER YET OF WHO WILL BE IN THAT PROGRAM FOR THIS UPCOMING YEAR.

SO I'D BE CURIOUS TO SEE YOUR TRANSFORMATION SCHOOLS INITIATIVE.

WE KEEP HEARING A LOT ABOUT IT, BUT HAVE YET TO RECEIVE A WORKSHOP OR A BUDGET BREAKDOWN ON HOW MUCH WE'RE PAYING FOR THE TRANSFORMATION SCHOOL.

BUT I'D ALSO LIKE TO ASK WHY WE'RE MAKING TRANSFORMATION CAMPUS TEACHERS REAPPLY FOR TH IS POSITION.

I KNOW AS PART OF A SCHOOL THAT WAS SHUT DOWN, RECONSTITUTED [INAUDIBLE] APOLLO.

WE LOSE A TON OF GOOD TEACHERS FROM THESE CAMPUSES WHEN THEY'RE ASKED TO REAPPLY.

SO WHY ARE OUR TEACHERS BEING ASKED TO REAPPLY? OF COURSE. AND I'LL LET DR.

WATTS JUMP IN. BUT OF COURSE, WE HAVE 24 TRANSFORMATION SCHOOLS, AND OF THOSE 24, 18 ARE NOT BEING RECONSTITUTED COMPLETELY IN TERMS OF TEACHING STAFF. DR.

WATTS DO YOU WANT TO SHARE SOME ADDITIONAL INSIGHTS HERE? SURE. ACTUALLY, ONLY THREE SCHOOLS ARE BEING RECONSTITUTED, AND THAT IS A PART OF THE STATE REQUIREMENT TO BE AN ACE CAMPUS.

YOU HAVE TO DO A FULL RESET OF THOSE CAMPUSES.

SO IN ORDER TO ALIGN WITH THAT TEA GRANT THAT IS WHAT WE'RE DOING AND WE CHOSE SCHOOLS.

THE THREE CAMPUSES ARE RECURRING D AND F SCHOOLS THAT COULD POTENTIALLY PUT US IN STATE SANCTION AS EARLY AS THIS YEAR IF THEIR SCHOOL PERFORMANCE GRADE DOES NOT CHANGE.

I'D REALLY LIKE A BETTER UNDERSTANDING OF WHAT'S GOING ON HERE.

I'D LIKE TO REQUEST THAT AS A BOARD WORKSHOP SO WE CAN SEE WHAT'S GOING ON.

ADDITIONALLY, SO WE TALKED ABOUT LOSING PEOPLE.

IS THERE A TRANSLATION SERVICES HOTLINE WHERE TEACHERS LIKE I KNOW TRUSTEE HERNANDEZ HAS SAID THIS TIME AND TIME AGAIN WHERE PEOPLE THAT ARE ON CAMPUSES THAT ARE BILINGUAL OR OFTEN USE SOME PRINCIPALS AND ADMINISTRATION CAN'T COMMUNICATE.

SO I KNOW OTHER SCHOOL DISTRICTS HAVE A LINE WHERE PEOPLE CAN CALL IN AND THEY'LL HAVE TRANSLATION SERVICES FOR CAMPUSES.

SINCE WE'RE LOSING ALL THESE CUSTOMER SERVICE POSITIONS, ARE YOU GOING TO DO SOMETHING TO FILL THAT GAP? IT'S NOT SOMETHING THAT CURRENTLY EXISTS, BUT IT'S DEFINITELY SOMETHING THAT WE CAN POTENTIALLY TAKE A CLOSE LOOK AT FOR THE FUTURE, POTENTIALLY WITH ESSER SUPPORT.

AND MR. GRANT-SKINNER, YOU MENTIONED USING ESSER FUNDING FOR THE ACP PROGRAM THAT WE'VE USED ESSER FUNDING FOR THE STIPEND PROGRAM.

COULD WE USE ESSER FUNDING FOR THOSE $63 MILLION DOLLARS FOR TO INCREASE COMPENSATION EARLY ON.

I LIKE IF POSSIBLE BOTH A&M AND CHIEF REED TO CHIME IN HERE IN REFERENCE TO KIND OF WHAT THIS IMPACT ESPECIALLY WHEN WE TALK ABOUT THE ESSER CLIFF MOST RECENTLY THIS PAST WEEK HAD A CHANCE TO MEET WITH ALL OF THE REGION FOUR SUPERINTENDENTS.

AND ONE OF THE MAJOR TOPICS DURING THIS TIME WAS JUST THIS IS HOW WE'RE UTILIZING OUR ESSER DOLLARS AND KIND OF THE THE FEAR OF THE CLIFF VERSUS A RAMP OVER THE COURSE OF THE NEXT COUPLE OF YEARS.

SO ANY INSIGHTS, JIM AND CHIEF REED HERE, I'D APPRECIATE IT.

CAN I ASK TWO QUESTIONS THAT WILL BE RELATED TO THIS AS WELL? SO I WAS Y'ALL HAVE SAID THAT EVERY EMPLOYEE IS GOING TO GET A PAY RAISE.

IS THAT PERCENTAGE 6.75% AS WELL? AND ARE ALL EMPLOYEES, RECEIVING A PAY INCREASE? I WAS SPECIFICALLY SPEAKING OF TEACHERS BECAUSE TEACHERS WERE REFERENCED HERE IN REFERENCE TO THE 6.7%.

SO. BUT MY OTHER TWO ANSWERS, TO THE OTHER TWO QUESTIONS.

OKAY. WILL YOU ANSWER THAT? SO, FIRST OF ALL, IF YOU ADD THE $62 MILLION DOLLARS AND YOU TALK ABOUT PUTTING IT IN ESSER, IT'S REALLY 120 MILLION.

RIGHT? BECAUSE YOU SPEND $62 MILLION DOLLARS IN 2023, AND THEN YOU SPEND THE SAME $62 MILLION DOLLARS AGAIN.

SO YOU'RE USING $120 MILLION DOLLARS, BUT YOU'RE PLANNING TO SPEND THAT 60, WHATEVER MILLION DOLLARS ANYWAY.

OUT OF THE GENERAL FUND. RIGHT.

SO IF YOU'RE USING THAT OUT OF THE ESSER FUND, I'LL LET YOU FINISH.

GO AHEAD. I'M SORRY. YEAH.

SO WHAT YOU'RE DOING IS YOU'RE REDUCING.

IN OTHER WORDS, YOU'VE GOT TO GO INTO ESSER AND FIGURE OUT WHAT YOU'RE NOT GOING TO DO FOR $120 MILLION DOLLARS THEN, BECAUSE YOU'VE GOT TO PAY FOR THAT COMPENSATION FOR THOSE TWO YEARS OUT OF ESSER.

[01:55:01]

WE'LL HAVE A ROUND THREE IF YOU WANT TO COME BACK.

ARE THEY GOING TO FINISH ANSWERING MY QUESTION? OH, SORRY. THAT'S THE IMPACT OF DOING THAT.

RIGHT. YOU'RE GOING TO STOP DOING SOMETHING IN ESSER YOU'RE GOING TO SPEND THOSE DOLLARS THERE, BUT THEN YOU COME ROUND TO, YOU KNOW, 24, 25, THEN YOU'VE GOT TO FIND THOSE DOLLARS IN THE GENERAL FUND.

WE'RE MOVING. IF WE'RE MOVING THE RAISES FOR ONE TIME WE'RE JUST INCREASING IT BY ONE YEAR.

IT'S $63 MILLION DOLLARS ONE TIME? NO, SALARIES ARE NOT ONE TIME.

IF YOU GIVE SOMEONE A SALARY INCREASE LIKE $82 MILLION DOLLARS, FOR EXAMPLE, WE'RE GOING TO PAY A $82 MILLION DOLLARS NOW EVERY YEAR GOING FORWARD.

SO IF WE'RE PAYING $62 MILLION DOLLARS IN SALARY.

RIGHT, SALARY IS PERMANENT.

THAT MEANS IN 22, 23, WE'RE GOING TO SPEND $62 MILLION DOLLARS OUT OF ESSER.

ASSUMING THAT WE SO WHEN YOU TALK ABOUT $1.1 BILLION DOLLARS OF ESSER DOLLARS, RIGHT, WE HAVE TO USE $120 MILLION DOLLARS TOTAL OVER TWO YEARS.

OKAY. SO IF OUR REASON FOR EXISTING IS TO EDUCATE CHILDREN, THEN WHY WOULDN'T WE SPEND THAT MONEY ON THE TEACHERS THAT WE DO NEED? AND DON'T WE HAVE 144 MILLION IN HOLD HARMLESS FOR ESSER DOLLARS? 144.

I'LL GO BACK TO THE SLIDE.

MOVE ON. SORRY.

TRUSTEE GUIDRY.

I'M SORRY. TRUSTEE HERNANDEZ I HAD GOTTEN [INAUDIBLE] ON THE THING.

THANK YOU. I AM GOING TO START ON PAGE 43.

I KNOW IT SAYS THAT THERE HAS BEEN A 22% INCREASE TO THE PUA, BUT THAT IS ONLY TEACHER SALARY, CORRECT? FROM 2010 TO 2022.

THAT'S A 22% INCREASE IN TEACHER SALARY.

JIM. YEAH SO THAT SO KEEP IN MIND SO THE PUA IS CALCULATED RIGHT IT'S ENROLLMENT MULTIPLIED BY THE PER UNIT ALLOCATION RIGHT AND THEN ON TOP OF THAT AT THE WEIGHTED UNITS RIGHT FOR EACH SCHOOL DEPENDING ON THEIR VARIOUS CATEGORIES.

RIGHT. SO IT'S THAT NUMBER MULTIPLIED BY THE PUA.

THEN ON TOP OF THAT, YOU HAVE IF A SCHOOL QUALIFIES FOR MAGNET, SMALL SCHOOL SUBSIDY, GIFTED AND TALENTED.

YOU KNOW THOSE OTHER BUCKETS.

IF YOU ADD ALL THAT UP TOGETHER AND DIVIDE IT BY THE NUMBER OF STUDENTS, THAT'S ESSENTIALLY WHAT IS THE RESOURCE ALLOCATED PER STUDENT.

SO IN TERMS OF TEACHER SALARIES, I THINK THERE'S MORE TO IT THAN JUST TEACHER SALARIES.

I'M SORRY. WHAT DO YOU MEAN BY WHAT ELSE WOULD WORK INTO IT? SO FROM 2010 TO 2022, THERE'S BEEN ABOUT A 20% INCREASE IN TEACHER SALARY.

RIGHT. SO.

HAS THERE BEEN AN INCREASE IN TEACHER SALARY OF THAT MUCH? WELL, I DON'T HAVE THAT PERCENTAGE IN FRONT OF ME, SO I DON'T KNOW IF IT'S 20%, SO THAT'S JUST I GUESS MY UNDERSTANDING IS IF TEACHER SALARIES HAVE GONE UP 20% AND THE PUA IS GOING UP ABOUT 20%, AND THERE'S A LOT OF INFLATION HAPPENING FROM 2010 TO 2022 WHERE CAMPUSES HAVE ACTUALLY LESS MONEY.

THEY HAVE LESS BUYING POWER NOW THAN THEY WOULD HAVE BACK IN 2010, EVEN THOUGH THE PUA HAS INCREASED.

DOES THAT MAKE SENSE? IT WOULD BE ON THE PREVIOUS SLIDE.

AM I CALCULATING THAT CORRECTLY.

PREVIOUS SLIDE. HAVING A GENERAL IDEA OF WHAT'S GOING ON.

PREVIOUS SLIDE. SLIDE 42.

YES. SO CAMPUSES NOW HAVE LESS PURCHASING POWER EVEN THOUGH WE INCREASED THE PUA.

YEAH. THAT'S THAT'S PROBABLY THAT'S TRUE.

THAT'S CONCERNING TO ME. IT'S VERY CONCERNING.

VERY, VERY CONCERNING.

SO YOU'RE SEPARATING THE SALARIES AND THE SPENDING IS WHAT I HEAR.

NO, I'M SAYING EVEN THOUGH WE'VE INCREASED THE PUA.

AND WE'RE SAYING, HEY, WE HAVE INCREASED THE PUA WE AS A BOARD DECIDED WE WOULD GO WITH THE HIGHER PUA AMOUNT.

CAMPUSES STILL HAVE LESS BUYING POWER TODAY AND NEXT YEAR THAN THEY WOULD HAVE IN 2010.

BECAUSE OF INFLATION, INFLATION HAS GONE UP.

I SEE WHAT YOU ARE SAYING OKAY. IF THEY ARE BUYING PAPER WORK, PAPER.

IF THEY'RE BUYING ANY MATERIALS, THEY HAVE LESS BUYING POWER NOW.

GOT IT. I HEAR WHERE YOU COME FROM.

THE AMOUNT OF MONEY THAT THEY ACTUALLY HAVE TO SPEND MIGHT LOOK BIGGER, BUT IT'S ACTUALLY BUYING LESS, WHICH IS CONCERNING BECAUSE THAT MEANS LESS ACTUAL RESOURCES TO STUDENTS.

THAT'S A PROBLEM AND THEN MY NEXT CONCERN IS ALSO ABOUT MAGNET FUNDING.

WHICH SLIDE? 18. SO MY CONCERN ABOUT MAGNET FUNDING IS THAT I KNOW THAT ALL OF THE LISTEN AND LEARNS YOU'VE HEARD A LOT ABOUT INEQUITIES.

[02:00:08]

WE'RE TRYING TO MAKE THE PUA EVEN WE KNOW MAGNETS ARE ONE OF THE HIGHEST REASONS WHY HISD IS INEQUITABLE.

I SEE $21 MILLION DOLLARS IN MAGNET FUNDING.

I HAVE A LITTLE BIT OF QUESTIONS ABOUT THIS.

I KNOW, BECAUSE RIGHT HERE IT SAYS 2.5 I'M TRYING TO FIGURE OUT HOW THAT WORKS IN THE DOCUMENT THAT YOU SENT ME IT SAID 21 MILLION.

AND THEN WHAT WE'RE DOING TO TRY TO MAKE IT MORE EQUITABLE BECAUSE WE KNOW THAT THAT'S ONE OF THE BIGGEST LEVERS THAT WE CAN PULL.

SURE. DR. WATTS, PLEASE.

SO THE DISCREPANCY IS THE 21 MILLION GOES TO SCHOOLS, THAT 2.5 MILLION IS THE DEPARTMENT AND HOW IT FUNCTIONS.

SO THE STAFF AND ANYTHING THAT IS ROLLED UP IN THAT AT THE CENTRAL OFFICE LEVEL.

THAT'S $21 MILLION DOLLARS DISTRIBUTED TO A COUPLE OF CAMPUSES INSTEAD OF MANY CAMPUSES IS INHERENTLY UNEQUAL.

AND IF I MAY, SUPERINTENDENT HOUSE, WE MET RECENTLY WITH DR.

RUTH TURLEY, WHO RUNS HERC AND WILL BE RUNNING THE KINDER INSTITUTE, AND SHE AND HER TEAM ARE LOOKING INTO HOW THEY CAN HELP US LOOK AT MAGNET FUNDING AND ACTUALLY JUST GENERAL PUA FUNDING IN GENERAL TO COME TO YOU ALL WITH RECOMMENDATIONS AROUND HOW TO MAKE IT MORE EQUITABLE MOVING FORWARD.

THANK YOU. TRUSTEE GUIDRY.

THIS IS ROUND THREE. OH, NO, WAIT.

THIS IS STILL ROUND TWO.

YOU'RE IN ROUND THREE. WHO DIDN'T GO? TRUSTEE BLUEFORD-DANIELS.

YOU'RE IN ROUND TWO, RIGHT? THANK YOU, BECAUSE WE'RE STAYING RIGHT THERE ABOUT THAT MAGNET FUNDING.

AND I KNOW THAT IT'S ALWAYS GOING TO BE SOME CONCERNS WITH THAT MAGNET FUNDING.

BUT KEEP IN MIND, OUR WHOLE OBJECTIVE IS STUDENT OUTCOME.

AND WHEN YOU HAVE CAMPUSES WITH NO MAGNET PROGRAMS WHATSOEVER, THEN WE SHOULD CONCERN OURSELVES WITH THAT COMMUNITY WISE, I MEAN, IT BREAKS DOWN THE COMMUNITIES.

AND THEN THAT GOES TO ONE OF THE POINTS THAT TRUSTEE WADE WAS SAYING ABOUT TRANSPORTATION COSTS.

IF THE CHILDREN HAVE TO BE TRANSPORTED FROM ONE AREA OF TOWN TO ANOTHER FOR A MAGNET PROGRAM, THINK ABOUT THE COST.

THERE'S BEEN NO CONVERSATION ABOUT THE SAVINGS THAT WE COULD POTENTIALLY HAVE BY HAVING THESE PROGRAMS, INCLUDING MAGNET PROGRAMS IN THE COMMUNITY SCHOOLS SO THE KIDS WON'T HAVE TO TRAVEL.

SO THAT WAS ONE OF MY POINTS I WANTED TO MAKE.

BEFORE YOU GO ON TO THAT ONE, I'D LIKE TO ADDRESS.

AND THAT'S ONE OF THE THINGS THAT WE HEARD IN THE THE FIRST HUNDRED DAYS THAT BROUGHT US TO THE FIVE PRIORITIES THAT EVENTUALLY BROUGHT US TO THE SIX COMMITMENTS.

SO THAT IS COMPLETELY IN ALIGNMENT WITH THE STRATEGIC PLAN AND WHAT WE PLAN TO DO.

WE, OF COURSE HAVE 21, I BELIEVE, SECONDARY NON PROGRAMMATIC MAGNET SCHOOLS THAT WE'LL BE TAKING A CLOSE LOOK AT THAT WE PRESENTED A WHILE BACK.

AND SO THIS YEAR.

AND DR. WATTS, YOU WANT TO SHARE A LITTLE BIT MORE ABOUT WHAT THIS COMING SCHOOL YEAR WILL LOOK LIKE IN TERMS OF THE MAGNET STUDIES AND THE FOCUS THAT WE'LL BE PUSHING? SURE, ABSOLUTELY. SO AS YOU HAVE DESCRIBED, IT WOULD BE BENEFICIAL AND MORE COST EFFICIENT IF WE HAD MAGNETS IN EACH REGION OR GEOGRAPHIC AREA OF THE CITY. THAT'S WHY WE'RE INCREASING OR ADDING SEVEN MAGNETS TO OUR CURRENT MAGNET DESERTS.

HOWEVER, OVER THE NEXT YEAR WE WILL BE DOING AN INTENSIVE STUDY AROUND THE QUALITY OF OUR MAGNETS.

IS A STEM MAGNET ON ONE SIDE OF TOWN, THE SAME IN TERMS OF CURRICULUM EFFECTIVENESS AS ANOTHER.

WHAT ARE SOME LESSONS LEARNED? MOST IMPORTANTLY, HOWEVER, GETTING FEEDBACK FROM OUR COMMUNITY AND PARENTS ABOUT THE QUALITY OF PROGRAM AND THE OPTIONS THAT THEY WOULD LIKE TO SEE IN OUR SCHOOLS.

SO IT WILL BE A YEAR LONG PROCESS.

WE HOPE TO BE BRINGING YOU ALL RECOMMENDATIONS, MAYBE LATE FALL, EARLY WINTER TO RESPOND AND REACT TO SO THAT WE CAN CHART THE PATH FORWARD ON HOW WE CAN IMPROVE OUR MAGNET PROGRAM ACROSS HISD.

AND I APPRECIATE THAT BECAUSE, YOU KNOW, WE'VE HEARD DISCUSSION SOME WANT MONTESSORI PROGRAMS ALREADY ADDED TO MAGNET PROGRAMS. I'M ASKING JUST ADD MAGNET PROGRAMS WHERE THERE ARE ALREADY DESERTS.

AND WE'VE GOT TO KEEP IN MIND CONTINUOUSLY TO THE FOREFRONT AS TRUSTEES, OUR CHILDREN ARE A COMMODITY.

THAT'S THE MOST IMPORTANT THING WE CAN GET INTO THE PARTICULARS AND THE DETAILS ABOUT HOW TO MAKE BREAD WITH BANANA NUT OR A BUTTER OR WHATEVER.

BUT THE MOST IMPORTANT FACTOR HERE IS WE CAN'T, WE'VE GOT TO REMAIN VIGILANT THAT HAVING OUR STUDENTS REMAIN IN OUR COMMUNITIES WITH THE BEST OUTCOME IS OUR ENTIRE OBJECTIVE.

ANOTHER THING I HAVE, ANOTHER POINT I WANT TO MAKE WAS ABOUT THE 24 TRANSFORMATION SCHOOLS IN ACE CAMPUS.

IF THERE WAS CONSIDERATION FOR THE STUDENTS REMAINING IN THE CAMPUS AND YOU ALREADY ADDRESSED THAT, I WANT TO SAY TOO THANK YOU BOARD SERVICES FOR EVERYTHING THAT YOU ALL

[02:05:02]

DO TO US, AS IF WE GET TO ROUND THREE.

DON'T BE CLAPPING ON MY TIME LOSING MY TIME.

BUT THANK YOU ALL. [LAUGHTER] BUT LIKE I SAID, THE MOST IMPORTANT THING AS I LISTEN TO SOME OF THE COMMENTS, WE'RE GETTING AWAY FROM WHAT'S MOST IMPORTANT, AND THAT'S THE STUDENTS, THE TEACHERS TO EDUCATE THE STUDENTS AND THE PROGRAMS THAT WILL KEEP THEM IN OUR COMMUNITY SCHOOLS.

EVERYBODY ELSE WENT OVER, SO I'M STILL GOING OVER.

LET'S SEE. OKAY.

THANK YOU. I'LL WAIT FOR ROUND THREE SINCE I'M STILL GETTING MY.

OH. ONE THING I WANT TO ADD TOO AS WE TALK ABOUT THE PUA, PLEASE CONSIDER, AS I SUGGESTED, SORT OF JOVIALLY UTILIZING IF A STUDENT GOES TO ANOTHER CAMPUS, HAVE HALF THEIR PUA GO WITH THEM AND HALF OF THEIR PUA REMAIN AT THEIR HOME CAMPUS.

I BET PEOPLE WILL BE WILLING TO HAVE PROGRAMS IN THOSE SCHOOLS THEN.

THANK YOU. TRUSTEE BAKER YOU STILL HAD SOME TIME ON YOUR ROUND TWO.

OK. YES. THANK YOU SO MUCH.

ON PAGE 38, SLIDE 38, SPECIAL EDUCATION.

I NOTICED THAT IT WAS BLANKED OUT.

COULD YOU EXPLAIN THAT? THE MONEY'S FOR SPECIFICATION FOR 21 AND 23? CHIEF REED. SO WITH THAT SHOWING IS THAT IN 21, 22.

WE ACTUALLY INCREASED THE SPECIAL EDUCATION BUDGET.

THAT'S STILL IN THE BUDGET. OK.

IT JUST MEANS WE'RE NOT ADDING ANY MORE IN 22-23.

AND ALSO THE PERFORMANCE CONTRACT SCHOOLS GOING FROM 11 TO THE 19 MILLION.

WHAT DID YOU SAY EARLIER THAT IMPLIED? THAT IS OUR THAT'S REALLY OUR VIRTUAL ACADEMY.

THE CONNECTIONS ACADEMY.

OKAY. AND THEN ALSO ON SLIDE 39, THE 88 MILLION IN 2022-23.

THAT'S THE TOTAL DECREASE TO APPROPRIATIONS.

HOW DO WE EXPLAIN IT? THAT'S JUST ADDING UP THE 22 DOWN THROUGH THE 60.

OKAY. SO THAT DOESN'T MEAN WE WENT BEYOND OUR 60 MILLION.

THE 60 MILLION IS THERE.

GOTCHA AND TO BOARD SERVICES WANT YOU TO KNOW THAT MY COMMENT ON BOARD SERVICES MEANT WE'RE ALREADY RUNNING ON FUMES.

YOU KNOW WHAT I MEAN? BUT YOU DO A WONDERFUL, EXCELLENT JOB.

AND I TELL YOU THAT EVERY DAY.

[APPLAUSE] THANK YOU SO MUCH FOR YOUR TIME.

AND THANK YOU VERY MUCH, TRUSTEE ALLEN.

THANK YOU. MY QUESTION IS BACK ON SCREEN 18, AND ONE OF THE THINGS I WANTED TO MENTION ABOUT THE MAGNET DEPARTMENT IS ONE OF THE QUESTIONS THAT I HAD IN THE Q&A AND ONE OF THE QUESTIONS I SAID, WHICH CAMPUSES HAVE EXCEEDED TO BUILDING CAPACITY, YET THEY CONTINUE TO ACCEPT TRANSFER STUDENTS. SO IF A STUDENT, THE MAGNET TRANSFER WERE DEVELOPED TO ATTRACT STUDENTS, IF YOU NO LONGER NEED TO ATTRACT STUDENTS BECAUSE YOU ARE OVER, THEN YOU DON'T HAVE A VIABLE EXCUSE FOR HAVING A MAGNET PROGRAM IN THAT SCHOOL.

THAT'S ONE OF THE THINGS YOU NEED TO LOOK AT.

ALSO, WHAT YOU COULD DO IS PUT UP A QUALITY PROGRAM.

TAKE IT FROM THE SCHOOLS THAT DON'T NEED ANY CHILDREN THAT ARE GOING AGAINST THE SAFETY STANDARDS BY ACCEPTING MORE STUDENTS.

WE EVEN HAVE SOME ELEMENTARY SCHOOLS THAT ARE ASKING FOR TEMPORARY BUILDINGS TO ACCEPT TRANSFER STUDENTS.

THERE ARE 29 ELEMENTARY SCHOOLS, THREE MIDDLE SCHOOLS THAT ARE OVER CAPACITY AND 13 HIGH SCHOOLS THAT ARE OVER CAPACITY.

SO IF THERE IS NO REASON, THEN YOU CAN PUT THOSE QUALITY PROGRAMS IN THOSE SCHOOLS THAT WITHOUT A MAGNET PROGRAM AND ATTRACT THOSE STUDENTS BACK TO THOSE SCHOOLS. THOSE COMMUNITIES SCHOOLS.

THANK YOU, DR. ALLEN. THAT'S ACTUALLY ONE OF THE THINGS THAT OVER THE COURSE OF THE NEXT SEVERAL MONTHS, AS A PART OF OUR MAGNET SCHOOL STUDY THAT WE'LL BE TAKING A CLOSE LOOK AT IS ALL THE DIFFERENT NUANCES, ALL THE IMBALANCES, ALL OF THE PLACES WHERE WE DON'T HAVE MAGNETS OR WE NEED MAGNETS.

SO WE'LL BE TAKING A LOOK AT ALL OF THOSE PIECES OF THE PUZZLE TO ENSURE THAT WE EQUITABLY DISTRIBUTE IN THIS FIRST SEVEN GROUP OF EXPANSIONS AS WE LOOK OVER THE NEXT THREE YEARS TO EXPAND BY AN ADDITIONAL SEVEN EVERY YEAR FOR THE NEXT THREE YEARS.

TRUSTEE ALLEN DID YOU HAVE MORE QUESTIONS? OKAY. AM I MISSING ANYONE FOR ROUND TWO? OK I'M GOING TO ASK A COUPLE OF QUESTIONS.

[02:10:03]

SO ON SLIDE 37.

CHIEF REED, YOU WENT THROUGH THIS REALLY QUICKLY AND I WAS LIKE, WHOA, I CAN'T.

SO THE FEDERAL SOURCES LIKE THOSE ARE GOING UP SIGNIFICANTLY.

CAN YOU EXPLAIN THAT AGAIN? SURE. THAT IS ADDING IN $50 MILLION DOLLARS IN ESSER INDIRECT COSTS.

SO IF YOU REMEMBER IN OUR PREVIOUS PRESENTATIONS, YOU SAW THAT LINE, WE KIND OF BROKE OUT AND SHOWED INSTEAD OF SHOWING IN REVENUES, WE WERE SHOWING YOU THAT $50 MILLION DOLLARS IN THOSE PREVIOUS PRESENTATIONS SO THAT Y'ALL KNEW IT WAS THERE.

Y'ALL SAW IT THERE.

IT'S TIME TO REALLY SHOW IT WHERE IT'S GOING TO BE.

IT'S NOT A FUND BALANCE.

IT IS A REVENUE. SO WE'RE SHOWING IT AS A REVENUE HERE.

THAT'S WHY YOU'RE SEEING THAT GO UP.

BUT AFTER 2024, WE WON'T HAVE THAT 50 MILLION ANYMORE? THAT IS CORRECT? OKAY.

THANK YOU FOR CLARIFYING THAT.

ON SLIDE 38, THE PERFORMANCE CONTRACT SCHOOLS.

SO YOU MENTIONED TEXAS CONNECTIONS.

SO WE'RE SPENDING, BUT WE ACTUALLY GET ADA FOR THOSE KIDS, RIGHT? SO IT'S NOT LIKE WE'RE SPENDING MORE.

IS THAT CORRECT? WE GET ADA AND THEN WE PAY THEM.

WE PAY THE VENDOR.

OKAY. SO ARE WE LOSING? LIKE, ARE WE ACTUALLY SPENDING MORE THAN WE'RE GETTING? NO, WE'RE NOT SPENDING MORE.

OKAY. I WANTED CLARITY ON THAT AND THEN ON SLIDE.

SO BACK TO THE PUA QUESTION ON SLIDE 42.

DEFINITELY, DEFINITELY SHARE TRUSTEE HERNANDEZ'S CONCERN ABOUT YOU KNOW, ACCOUNTING FOR INFLATION AND MOST OF THE PUA BEING CALCULATED IN TEACHER SALARIES.

I'M EXTREMELY CONCERNED BECAUSE THAT MEANS THAT'S LESS MONEY SPENT ON CHILDREN.

SO ON THE BOTTOM RIGHT OF SLIDE 42.

THE PROPOSED PAY INCREASE FOR FY 23 WILL NOT REQUIRE FUNDING FROM SCHOOLS.

CORRECT ME IF I'M WRONG, THE PUA NEXT YEAR WILL REFLECT THE SALARY INCREASE.

IS THAT CORRECT? YOU'VE BEEN LISTENING TO ME.

RIGHT [LAUGHTER] I AM LEARNING EVENTUALLY.

YOU ARE CORRECT. THAT IS CORRECT.

FINALLY GETTING IT. AND CAN YOU EXPLAIN WHY? LIKE, IT'S LIKE A YEAR LATER, WHY THAT LIKE EVERY TIME THERE'S A SALARY INCREASE, THE PUA INCREASES UNTIL THE NEXT YEAR? SURE. SO EVERY YEAR, BASICALLY, WHAT WE DO IS BEFORE WE START, BEFORE WE HAVE PRINCIPALS START DOING BUDGETS IN THE SPRING, WE RECALCULATE AVERAGE SALARY.

AND THAT'S WHAT WE USE FOR DOING BUDGETS.

SO TYPICALLY BUDGETS ARE DONE BY PRINCIPALS, DEPARTMENTS, EVERYONE BEFORE REALLY COMPENSATION PACKAGES ARE FINALIZED.

SO WE DON'T TRY TO GUESS, RIGHT, BECAUSE THINGS COULD CHANGE.

THEN YOU GOT TO GO BACK AND REBALANCE CAMPUSES.

SO THE DISTRICT HAS ALWAYS JUST DONE AVERAGE SALARIES BASED OFF OF WHAT THE AVERAGE SALARIES WERE FOR THAT YEAR AND EVEN NEXT YEAR.

RIGHT. THE SCHOOLS WILL CONTINUE TO PAY THE AVERAGE SALARY FROM THIS CURRENT FISCAL YEAR.

THEY WILL NOT PAY THAT INCREASE UNTIL WE GIVE THEM THE PUA FOR IT.

OKAY. THAT'S REALLY HELPFUL.

THANK YOU. A COUPLE OF QUESTIONS.

THE AP EXAMS, I DON'T REMEMBER WHAT SLIDE THAT WAS ON.

SO I KNOW IT'S BEEN SEVERAL YEARS THAT THE DISTRICT HAS COVERED THOSE COSTS.

AND IF I REMEMBER CORRECTLY, THE PARTICIPATION RATES INCREASED DRAMATICALLY DURING THAT TIME, WHICH THEN WOULD HAVE MORE CHILDREN WITH A HIGHER PROBABILITY OF ACTUALLY SCORING A 3, 4 OR 5 IF MORE KIDS ARE TAKING IT.

SO MY QUESTION IS OUR GOAL PROGRESS MEASURE 3.2, THE PERCENTAGE OF STUDENTS WHO BY THE END OF 11TH GRADE, GRADE 11 HAVE DEMONSTRATED COLLEGE READINESS, THE ADVANCED PLACEMENT INTERNATIONAL BACCALAUREATE EXAMINATION SCHOOL CREDIT, ETC..

SO I'M TRYING TO UNDERSTAND HOW CUTTING THAT WILL ACTUALLY HELP US REACH OUR BOARD GOAL.

CHIEF BIRD. ACTUALLY, I HAVE TO GO BACK AND LOOK BECAUSE THERE MAY BECAUSE WE DO HAVE THE AP INITIATIVE AND ESSER AND THERE MAY BE FUNDING FOR CERTAIN SCHOOLS THAT HAVE HISTORICALLY BEEN UNDER. SO I'M GOING TO CHECK BACK AND I'LL GET IT TO YOU IN WRITING THE ANSWER ABOUT THE FUNDING FOR IF THERE'S FUNDING FOR SOME SCHOOLS THAT'S STILL INCLUDED IN ESSER. BUT IF IT'S NOT, CAN YOU ANSWER MY QUESTION? I WILL. YEAH. WELL, I MEAN, AGAIN, THE YOU KNOW, IF THE THEORY OF ACTION IS THAT THE MONEY IS GOING TO THE SCHOOLS WHERE THAT'S THE UNIT OF DECISION MAKING, THEN WE WOULD EXPECT THAT THOSE PRINCIPALS WOULD SET ASIDE MONEY IN THEIR BUDGET TO PAY FOR AP TESTING AS PART OF THEIR SCHOOL IMPROVEMENT ACTIVITIES.

OKAY. I HAVE A FOLLOW UP, BUT I'LL SAVE IT FOR ROUND THREE.

OK. TRUSTEES, IT'S 4:15 I KNOW MOST PEOPLE WANT AROUND THREE.

WE DO HAVE A SHORT, CLOSED SESSION WE NEED TO GO INTO.

WE CAN EITHER DO IT AFTER THE WORKSHOP IF WE FINISH BEFORE FIVE, OR WE CAN GO AFTER AGENDA REVIEW.

SO JUST KEEP THAT IN MIND AS WE GO INTO ROUND THREE.

CAN WE LIMIT ROUND 3 TO ONE MINUTE? WE DON'T ADHERE TO THE 2 MINUTES.

TRUSTEE GUIDRY.

[02:15:01]

OKAY. REAL QUICK. AND IF I COULD GET IF YOU CAN INDULGE ME, SUPERINTENDENT HOUSE.

IF I COULD GET CHIEF WATTS.

I'M SORRY. CHIEF SKINNER AND CHIEF PAUL TO THE PODIUM WHILE I'M ASKING ABOUT THE PUA? SO DOES THE PUA INCLUDE OTHER SALARIES BESIDES TEACHER SALARIES? CHIEF REED.

YES. IF THERE ARE ANY SALARIES THAT GET INCREASED FOR ANY STAFF THAT'S AT THE CAMPUSES, THEY GET THOSE DOLLARS.

OK AND THEN CHIEF PAUL, ON SLIDE 25, I DO HAVE A CONCERN THAT ALL EQUIPMENT TESTING WILL BE IMPACTED, BUT WE ARE GOING TO REMAIN IN COMPLIANCE, CORRECT? THAT IS ABSOLUTELY OUR SO THAT COULD IMPACT OUR CHILDREN? IN TERMS OF LIKE BACKFLOW PREVENTION TESTING.

WE GET CITATIONS IF WE DON'T DO THEM WITHIN A PERIOD OF TIME.

AND SO THAT'S KIND OF SOME OF THE CHALLENGES THAT WE FACE WHEN WE, YOU KNOW, DON'T HAVE PERSONNEL TO ACTUALLY GO OUT AND DO THAT ON A ROUTINE BASIS.

SO WE HAVE CHALLENGES, WITHOUT A DOUBT WITH ALL OF THESE CUTS WE HAVE CHALLENGES, BUT OUR INTENT IS TO BE IN COMPLIANCE AND MONITOR, YOU KNOW, SOME OF THOSE THINGS, AS WE HAVE ALWAYS DONE.

WELL, I UNDERSTAND THAT.

BUT MY CONCERN IS OUR CHILDREN, BECAUSE I'M TRYING TO GET TO YES, RIGHT.

THEY CAN'T UTILIZE A TEMPORARY BUILDING BECAUSE EQUIPMENT TESTING MAY BE IMPACTED.

SO I LOVE THAT EXAMPLE, QUITE HONESTLY, BECAUSE WE HAVE SEVERAL TEMPORARY BUILDINGS THROUGHOUT THE DISTRICT THAT WE'RE CURRENTLY LOOKING AT IN TERMS OF DEMOLISHING BECAUSE THEY'RE NOT FUNCTIONAL AND KIDS SHOULD NOT BE IN THOSE BUILDINGS BASED ON SAFETY.

SO I THINK WE'RE TALKING TWO DIFFERENT THINGS.

ONE IS THE COMPLIANCE THINGS THAT WE HAVE TO DO WITH THE CITY OF HOUSTON.

AND THEN THE OTHER PART IS SAFETY AS IT RELATES TO, IN YOUR EXAMPLE, TEMPORARY BUILDINGS THAT ARE BEYOND REPAIR.

THAT'S WHAT OUR FOCUS IS ON RIGHT NOW.

SO WE HAVE AN EXAMPLE AT ONE OF YOUR SCHOOLS, AS A MATTER OF FACT.

ABSOLUTELY. YOU KNOW I KNOW THAT.

RIGHT? AND SO, AGAIN, YES, WE WILL KEEP AN EYE ON THAT AND RAISE THE FLAG AND WORK TO MAKE SURE THAT WE STAY IN COMPLIANCE.

ALL RIGHT. EXCELLENT.

THAT'S WHAT I WANTED TO HEAR, BECAUSE I'M GOING TO BE LOOKING AS WELL.

CHIEF SKINNER, ON SLIDE 22, THAT 150,000 FOR THE THAT'S BEING ALLOCATED FOR ESSER RIGHT NOW FOR RECRUITING.

MY CONCERN IS IT WILL END IN TWO YEARS? CORRECT. AND WE WILL BE STARTING ALL OVER AGAIN TRYING TO RECRUIT BECAUSE MOST OF THE TEACHERS WILL COME OFF OF THEIR CONTRACTS IN THREE YEARS.

CORRECT? YEAH.

WELL, THEY'RE NOT CONTRACTS.

I'M SORRY. THEY'RE AGREEING TO STAY AT LEAST THREE YEARS.

SO WHAT WILL WE HAVE IN PLACE? AND MAYBE I'M BEING TOO SPECULATIVE, MAYBE I'M BEING TOO FORWARD LOOKING.

BUT WHAT WILL WE HAVE IN THREE YEARS WHEN THOSE TEACHERS ARE NO LONGER COMMITTED TO TRY TO KEEP THEM? WILL WE HAVE FUNDS FOR RECRUITMENT AT THAT TIME BECAUSE WE WON'T HAVE ESSER? CHIEF SKINNER. SURE, I'D SHARE A COUPLE OF THINGS.

ONE IS THAT IN THREE YEARS, WE'LL BE AT A VERY DIFFERENT PLACE WITH RESPECT TO OUR BASE COMPENSATION, GIVEN THE IMPLEMENTATION OF OUR THREE YEAR COMPENSATION PLAN.

WITH RESPECT TO OUR DEPARTMENT ITSELF, I WILL SAY WE KNOW THAT AFTER WE CAN LEVERAGE ESSER FUNDS DURING THESE NEXT TWO YEARS, WE WILL HAVE TO MAKE DIFFERENT DECISIONS ABOUT ALLOCATING THE RESOURCES WE HAVE AVAILABLE TO ENSURE THAT WE CAN PUT FUNDS BACK IN THE GENERAL FUND TO CONTINUE OUR RECRUITMENT ACTIVITIES. SO YOU THOUGHT YOU'VE PRE THOUGHT THAT, CORRECT? YES. THANK YOU, SIR. THANK YOU.

TRUSTEE WADE.

I HAVE ONE FOLLOW UP QUESTION, AND THAT GOES TO THE TECH.

WE RECEIVED AN EMAIL AND I WAS CONCERNED ABOUT THE TECH AND THE RESPONSIBILITY OF OUR FAMILIES AND STUDENTS IN REGARDS TO THEIR EQUIPMENT THAT THEY ARE THAT'S OWNED BY HISD AND THE WAY THEY TAKE CARE OF IT AND WHOSE RESPONSIBILITY THAT IS.

IT'S A BIG BUDGET THAT WE GIVE THESE KIDS IN THESE SCHOOLS IN TECHNOLOGY.

[02:20:04]

AND I'M JUST CONCERNED ABOUT WHAT WE'RE GOING TO DO GOING FORWARD TO MAKE SURE THAT WE ARE HOLDING THOSE LAPTOPS ACCOUNTABLE.

AND IF I MAY.

YES. IF I MAY JUMP IN, I THINK THERE'S BEEN ON SOCIAL MEDIA THERE'S BEEN A CIRCULATION OF A PARTICULAR PICTURE THAT SHOWS A PIECE OF EQUIPMENT THAT'S DAMAGED AND IN THE COMMUNITY AND IN A BODY OF WATER OR WHATNOT.

AND IT LOOKS TO BE BUT FROM I THINK WHAT WE SHOULD SHARE HERE, CHIEF GILHOUSEN IS AROUND KIND OF OUR INSURANCE AND KIND OF WHAT THAT LOOKS LIKE FOR DAMAGED MATERIALS OR DAMAGED DEVICES AND HOW WE GO ABOUT DEALING WITH THAT AS WELL.

OKAY. SO HOLD ON.

MAY I SAY SOMETHING BEFORE EXCUSE ME.

I'M SORRY TO INTERRUPT. MY BIGGER POINT IS I GET THAT THERE'S INSURANCE AND ALL THE STUFF, BUT WE NEED THE ACCOUNTABILITY MEASURES FOR THESE STUDENTS.

AND THAT IS WHERE MY CONCERN IS.

I MEAN, I KNOW WE HAVE INSURANCE, BUT THAT, AGAIN, SHOULDN'T BE IN OUR RESPONSIBILITY.

AND WE'RE NOT DOING ENOUGH TO ENSURE THAT THERE ARE SAFEGUARDS IN PLACE AND RESPONSIBILITY GUARDS IN PLACE.

AND SO WE'LL HAVE TO LOOK AT THAT PARTICULAR INCIDENT.

HOWEVER, IN OUR HIGH SCHOOLS, FOR THE LAST SIX PLUS YEARS, THE CAMPUSES HAVE BEEN COLLECTING AN ANNUAL FEE OF ABOUT $25.

THAT HELPS OFFSET THE REPAIR COSTS THAT ARE ASSOCIATED WITH THOSE DEVICE.

IN THE EVENT THAT WE HAVE BEEN ABLE TO DO IT, MOST OF THOSE CAMPUSES HAVE A REPAIR BUDGET THAT THEY'VE COLLECTED OVER THE NUMBER OF YEARS TO BE ABLE TO HELP OFFSET SOME OF THOSE REPAIRS. IN OUR MIDDLE SCHOOLS WE'VE NOT SEEN THE DAMAGE RATE AS HIGH.

IN THE ELEMENTARY SCHOOLS WE DID SEE IT DURING THE PANDEMIC.

AND WE'RE GOING THROUGH WE'RE REPAIRING THOSE DEVICES.

BUT BECAUSE MOST OF THOSE DEVICES AREN'T GOING TO BE GOING HOME AT THE ELEMENTARY SCHOOL LEVEL, THEY SHOULD STAY INTACT AT THAT MOMENT TIME.

IN TERMS OF BEING ABLE TO LEVERAGE SOME FUNDING, WE'LL HAVE SOME EXTRA FUNDING, BUT WE DO, DO SOME THINGS TO YOUR POINT ABOUT WHAT CAN WE DO MORE AROUND LAPTOP CARE? WHAT CAN WE DO TO EDUCATE THE PARENTS AROUND COLLECTING SOME SORT OF INSURANCE FEE OR WHATEVER THAT MAY BE? WE'VE DONE IT AT THE HIGH SCHOOL LEVEL.

WE'RE LOOKING TO INSTITUTE THAT IN THE MIDDLE SCHOOLS FOR THE PROGRAM.

WE JUST HAVEN'T NECESSARILY INSTITUTED THAT JUST YET, BUT THERE ARE INSURANCES IN PLACE TO BE ABLE TO COVER THAT AT THE HIGH SCHOOL LEVEL.

THANK YOU. THAT'S ALL.

TRUSTEE DEIGAARD.

THANK YOU. ARE THERE ANY NEW ALLOCATIONS? LIKE HOW, IS THIS NEW CURRICULUM GOING TO COST US ADDITIONAL DOLLARS? I THOUGHT I HEARD SOMETHING ABOUT MORE LAPTOPS OR DEVICES FOR MIDDLE SCHOOL KIDS LIKE HAVE YOU CUT OTHER THINGS OUT IN ORDER TO ADD THOSE OR ARE THEY BUDGET NEUTRAL SOMEHOW? WE'LL START OFF, DR.

BIRD, WITH CURRICULUM IN TERMS OF NEW COST AND THEN CHIEF GILHOUSEN AND YOU CAN SHARE SOME INSIGHTS AND REFERENCE TO WHAT WE'RE DOING IN TERMS OF LEASE VERSUS PURCHASE ON THE TECHNOLOGY SIDE OF THE HOUSE.

SO AS FAR AS NEW COSTS.

I DON'T MEAN JUST SPECIFICALLY THOSE, BUT WHAT I'M NOT SEEING IN HERE IS ANY I'M SEEING WHERE YOU'RE CUTTING.

I'M NOT SEEING WHERE THERE MIGHT BE NEW APPROPRIATIONS SUCH AS THOSE THINGS.

THERE MIGHT BE OTHERS. SO THE ADOPTIONS THAT WE'RE MAKING THIS NEXT YEAR AS PREP MATERIALS AND DIGITAL AND AS COVERED COMPLETELY BY THE TEXAS EDUCATION AGENCY FOR THIS YEAR THEN IT IS ROLLED INTO OUR GENERAL IMA ACCOUNT.

SO WE SPEND MONEY EVERY YEAR FOR, EXCUSE ME, TEXTBOOK PURCHASES.

SO THAT WOULD JUST BE IT'S A NORMAL BUDGET ALLOCATION THAT WE HAVE.

AND YOU'LL ACTUALLY SEE THAT THAT'S RIGHT. OKAY.

AND THE BIGGER QUESTION, GLENN, ARE THERE ANY INSIGHTS THAT YOU'D LIKE TO PROVIDE IN TERMS OF NEW COST OVERALL? FOR EXAMPLE, IN [INAUDIBLE] SOME OF IT IS WE DO LOOK AT REALLOCATIONS, RIGHT? SO WE DO HAVE INCREASED COST, FOR EXAMPLE, IN PROPERTY INSURANCE, BUT WE HAD A LITTLE BIT OF SAVINGS IN UTILITIES, SO WE MOVED SOME UTILITY MONEY TO PAY FOR PROPERTY INSURANCE.

SO WE DO THOSE KINDS OF THINGS, BUT WE DON'T SHOW ALL THOSE MOVES AROUND.

OKAY. AND DEPARTMENTS DO THE SAME THING WITHIN THEIR BUDGETS.

OKAY.

IT SOUNDS LIKE WITH IF WE PASS THIS BUDGET THIS YEAR WHEN ESSER DOLLARS RUN OUT, IF WE DON'T REDUCE COSTS OVER THE NEXT TWO YEARS, WE'LL HAVE $190 MILLION DEFICIT.

IS THAT MATH CORRECT? THAT'S ABOUT RIGHT. DOES THAT INCLUDE OR NOT INCLUDE THE ADDITIONAL TEACHER SALARY INCREASES THAT I ALWAYS GET THE ORDER OF YOUR NAMES WRONG. MY APOLOGIES, MR. GRANT-SKINNER. GRANT SKINNER SAID EARLIER.

OR IS THAT ON TOP OF THAT $190 MILLION DOLLARS? SO THAT WOULD INCLUDE. IT WOULD INCLUDE.

IT WOULD INCLUDE. THANK YOU.

AND THEN THIS IS BACK TO WHAT I WAS MY LINE OF INQUIRY EARLIER ABOUT DATA INFORMING REDUCTIONS IN COSTS.

HOW DO DIFFERENT DEPARTMENTS USE THE BOARD'S GOALS TO SET THEIR OWN BUDGETS? ARE THERE DO DEPARTMENTS HAVE THEIR OWN SETS OF OBJECTIVES AND KEY RESULTS THAT ARE TIME BOUND, SPECIFIC, MEASURABLE WITH A MONITORING PROCESS SUCH AS WE HAVE

[02:25:10]

GENERALLY FOR THE DISTRICT THAT'S ALIGNED WITH OUR BOARD GOALS? I THINK EVERYTHING GOES BACK TO, OF COURSE, THE STRATEGIC PLAN AND THE BOARD GOALS THAT'S THE STARTING POINT TO ENSURE THAT EVERYTHING REFLECTS TO ANSWER YOUR QUESTION, YES.

THAT IS A FOCAL POINT.

CAN YOU GIVE ME AN EXAMPLE OF WHAT THAT LOOKS LIKE? HERE ARE THIS DEPARTMENT'S GOALS FOR THE YEAR, HOW YOU MEASURE THEM TO KNOW THAT THEY'RE ACTUALLY BEING ACHIEVED WITH OUR DOLLARS? SURE. CHIEF WATTS, LET'S START WITH THE SCHOOLS OFFICE TO THINKING ABOUT THE BOARD GOALS AROUND INCREASING STUDENT ACHIEVEMENT IN READING AND MATH CASCADING THAT GOAL ONE OF MY SPECIFIC GOALS FOR THIS SCHOOL YEAR WAS AROUND DECREASING THE NUMBER OF D AND F SCHOOLS, WHICH IS DIRECTLY RELATED TO STUDENT ACHIEVEMENT IN READING AND MATH.

AND SO OBVIOUSLY WE USE THE RENAISSANCE DATA THAT YOU ALL SEE TO INFORM OUR PROGRESS TOWARDS THAT.

QUARTERLY, WE DO A CASE MANAGEMENT WHERE WE BRING A HANDFUL OF SCHOOLS IN AND WE TALK ABOUT WHAT'S WORKING, WHAT'S NOT WORKING, WHAT DO WE NEED TO DO IN THE NEXT ITERATION OF WORK? SO THAT WOULD JUST BE ONE EXAMPLE.

SO GENERALLY, DO YOUR DEPARTMENTS HAVE OKRS THAT YOU USE? SO GENERALLY WE STARTED AGAIN WITH THE END IN MIND WITH MAKING SURE THAT WE REFLECTED BACK ON EVERYTHING THAT WE DID IN THE STRATEGIC PLAN, BEING FOCUSED ON, AGAIN, THE BOARD GOALS.

SO IT'S KEEPING THE END IN MIND, DEFINITELY.

OKAY. IT'S NOT QUITE ANSWERING MY QUESTION, BUT THANK YOU.

BE GLAD TO PUT THAT IN AS A REFERRAL AND FORMALIZE IT BY DEPARTMENT, IF YOU LIKE.

TRUSTEE HERNANDEZ.

THANK YOU. AT ONE OF THE BOARD MEETINGS IT WAS DISCUSSED THAT SUB COST WAS GOING TO BE A CENTRAL COST INSTEAD OF A CAMPUS COST.

IS THAT STILL THE CASE? CAN YOU REPEAT. SUBS.

[INAUDIBLE] STAY ON THE CAMPUS.

NO. CAMPUS OR CENTRAL.

I MEAN, SO IN THE BEGINNING, WHEN WE BROUGHT THE HYBRID FOCUS TO THE TABLE OR THE OPTION TO THE TABLE, IT WAS GOING TO BE A CENTRAL FOCUSED COST.

BUT BEING THAT WE'VE SHIFTED AND WE'RE IN THE PLACE THAT WE'RE IN, IN TERMS OF THE PUA, IT WILL NOT BE A CENTRAL FUNDED OPTION.

AND THEN MY OTHER QUESTION IS ABOUT THE POLICE FUNCTION.

I KNOW THAT WHEN I STARTED ON THE BOARD, THERE WAS MILLIONS OF DOLLARS SPENT ON POLICE OVER TIME.

IS THAT STILL THE CASE? WE'D BE GLAD TO GET YOU A BREAKDOWN.

I DON'T KNOW THAT SPECIFIC NUMBER.

SENT IT IN AS A REFERRAL ALREADY.

AND THEN LAST TIME WE WERE HERE AT THE BOARD MEETING AS WELL, CHIEF LOPEZ SAID THAT THERE WAS GOING TO BE 50 POLICE OFFICERS CUT.

THAT IS NOT THE CASE ANYMORE.

CORRECT? CORRECT. WE TOOK A LOOK AT, OF COURSE, THAT $60 MILLION DOLLAR GOAL AS A WHOLE.

AND I ALSO LOOKED AT THE OVERALL SCHOOL SAFETY, SOME OF THE THINGS THAT I'VE HEARD ON THIS DAIS AS WELL, IN TERMS OF WHAT'S IMPORTANT, WHAT WE'VE SEEN IN SCHOOLS. AND I MADE THE CONSCIOUS DECISION TO CUT MORE OUT OF OTHER DEPARTMENTS TO GET TO THE $60 MILLION DOLLAR MARK AND HOLDING THE POLICE DEPARTMENT, AS WELL AS A COUPLE OF OTHER DEPARTMENTS, HARMLESS GIVEN THOSE SPECIFIC PIECES OF DATA AND INFORMATION THAT WE RECEIVED BACK.

SO EVEN WITH ABOUT 10% LESS STUDENTS THAN BEFORE, I GUESS.

WE JUST ADDED MORE POLICE OFFICERS RECENTLY THAT 10% LESS OVERALL STUDENT ENROLLMENT IS FROM 2010.

NO WORRIES, THANK YOU.

YOU'RE WELCOME. TRUSTEE BAKER.

YES. I JUST WANT TO ASK, IS THERE ANY WAY WE CAN GET THIS LITTLE EARLIER NEXT TIME AROUND? I THINK ONE OF THE THINGS WE'D LOVE TO, BUT ONE OF THE THINGS WE SENT IT TO YOU WHEN IT WAS READY.

WE WORKED EXTREMELY HARD AROUND PUTTING THIS DATA TOGETHER, WORKING WITH A&M, OUR PARTNERS, TO PUT EACH AND EVERY SLIDE TOGETHER TO BE ABLE TO INFORM THE BOARD AROUND EXACTLY WHAT IT IS THAT WE HEARD FROM THE PREVIOUS WORKSHOP.

SO WE'RE GETTING IT OUT AS ASAP AS SOON AS POSSIBLE.

AND WHEN WE FINISHED IT LAST NIGHT, WE, GOT IT TO YOU GUYS.

SO. SO IT'S NOT AS IF WE'RE PROVIDING A GAP INTENTIONALLY.

[02:30:04]

IT'S WE'RE WORKING TO PUT THIS INFORMATION TOGETHER ON A DAILY BASIS TO ENSURE THAT WE GET IT TO YOU ASAP.

BECAUSE WITH ALL DUE RESPECT, YOU KNOW, YOU'VE GOT THE LUXURY OF HAVING A&M HELP YOU.

AND I DON'T HAVE THAT LUXURY.

I WAS ASLEEP AT EIGHT LAST NIGHT AND THEN GET UP AND ASK SOME DECENT QUESTIONS ABOUT THIS.

IT'S ONLY FAIR.

YEAH, I COMPLETELY UNDERSTAND.

BUT I WAS NOT ASLEEP AT EIGHT.

WE WORK BEYOND THAT TO BE ABLE TO GET AS MUCH INFORMATION OUT.

I RESPECT WHERE YOU'RE COMING FROM, BUT WE'RE WORKING AS HARD AS WE CAN TO GET INFORMATION OUT TO THE BOARD IN THE TIMELIEST MANNER THAT WE CAN.

LET'S SAY WELCOME TO THE BOARD FOR ME.

OKAY. TRUSTEE BLUEFORD-DANIELS.

THANK YOU. A COUPLE OF QUICK QUESTIONS TO TRUSTEE WADE'S POINT.

THANK YOU FOR BEING FOCUSED LASER FOCUSED ON WHAT OUR OBJECTIVE IS, BECAUSE AS YOU TALKED ABOUT, THE DEVICES AND THE MONEY THAT WE'RE SPENDING FOR DEVICES, THAT OBVIOUSLY IS MONEY THAT CAN BE TAKEN AWAY FROM OPPORTUNITIES THAT OUR CAMPUSES AND TEACHER SALARIES, BUS DRIVER SALARIES, ETC..

SO I THINK COLLECTIVELY THERE HAS BEEN SOME DISCUSSION ABOUT PARENT ACCOUNTABILITY FOR SOME OF THESE DEVICES, AND IT MAY ENTAIL US HAVING TO REACH OUT TO OUR LEGISLATORS TO COME UP WITH LEGISLATION.

SO PERHAPS WE CAN ADDRESS THAT.

WE CAN TALK ABOUT THAT A LITTLE BIT FURTHER.

BUT THERE DEFINITELY NEEDS TO BE ACCOUNTABILITY SO THAT WE DON'T KEEP CONTINUALLY TO SPEND THAT CONTINUOUSLY SPEND THAT DOLLAR, THAT MONEY REPLACING THOSE.

EVEN THOUGH WE HAVE INSURANCE.

THIS IS NOT JUST FREE WILLY, WILLY NILLY.

AND THOSE PHASE POSITIONS, AS WAS MENTIONED, THOSE PHASE POSITIONS, ARE THEY GOING TO BE NEW CAMPUS POSITIONS? CHIEF MOLL. THE ANSWER'S NO.

SO THE PRINCIPAL WILL DESIGNATE SOMEBODY ON THAT CAMPUS, EXISTING PERSON ON THAT CAMPUS, TO PROVIDE A STIPEND FOR THAT WORK.

SO IN THAT POSITION, THAT WILL BE THEIR PRIMARY RESPONSIBILITY OR THE WAY THEY HAVE DUAL ROLES.

IT WOULD BE ON TOP OF WHAT THEY'RE DOING AND IT WOULD BE UP TO THE PRINCIPAL'S DISCRETION TO IDENTIFY, MANAGE THAT WORKLOAD.

IS THERE A BONUS IN THAT FOR THEM? WELL, THE STIPEND. THE STIPEND.

YES. AND JUST SO I WANT TO SHARE THE THINKING.

AT FIRST WE WERE THINKING OF MAKING THEM NEW POSITIONS, BUT ESSER MONEY RUNS OUT, RIGHT.

SO WE DIDN'T WANT TO FACE A CLIFF AND THEN FOLKS DIDN'T HAVE THAT JOB.

SO THIS WAS THE WAY TO ACCOMPLISH THAT GOAL IN A MORE FINANCIALLY SUSTAINABLE WAY.

AND I APPRECIATE THAT BECAUSE MY UNDERSTANDING WE'VE TALKED A LOT ABOUT THE ESSER ONE AND TWO FUNDS.

SO MY UNDERSTANDING IS EVEN AS WE KNOW THAT THEY WILL RUN OUT, THAT THE WHOLE OBJECTIVE IN UTILIZING THEM IS SORT OF TO GET US ON TRACK TO ESTABLISH A PATTERN OR A CULTURE IN THESE CAMPUSES THAT WE CAN CONTINUE FROM VARIOUS OTHER MEASURES.

IN OTHER WORDS, IF THERE'S A NEED FOR DOLLARS, THEN HOPEFULLY WE'VE STREAMLINED IT SUCH THAT WE CAN STILL CONTINUE WITHOUT THE MAKE UP SUBSTITUTION OF THAT ESSER FUNDS.

THE OTHER QUESTION THAT I HAD.

OH. OKAY.

NONE. ALL RIGHT.

I WILL FINISH THIS UP FOR ROUND TWO.

I'M SORRY. ROUND THREE.

SO WHERE WE WERE TALKING BEFORE WAS SLIDE 10.

SO MY FOLLOW UP QUESTION IS, WILL PRINCIPALS BE HELD ACCOUNTABLE FOR ENSURING THESE TESTS ARE COVERED IF A STUDENT IS UNABLE TO PAY OR ETC.

? CHIEF BIRD.

SO YES, THAT WOULD BE MY I WOULD BE WORKING WITH THE SCHOOL'S OFFICE TO ENSURE THAT THEIR BUDGETING APPROPRIATELY FOR TO BE ABLE TO SUPPORT THE STUDENTS THAT NEED TO TAKE AP TESTS OR IB. OKAY.

SO IN KIND OF A FOLLOW UP QUESTION TO THAT, AND I HAD ASKED IT IN THE LAST BUDGET WORKSHOP IS THERE WAS ON ONE OF THE WORKSHOPS, THERE WAS A CHART FOR EACH OF THE BOARD GOALS AND ALL OF THE INPUTS.

AND WHAT I WOULD LIKE TO KNOW IS BECAUSE I ASKED A QUESTION ON THE Q&A ABOUT WHAT HAS BEEN ALLOCATED IN THE PAST AND WHAT'S BEEN ALLOCATED FOR THESE IN THE FUTURE.

AND THE QUESTION WAS, THE ANSWER WAS, IT'S NOT APPLES TO APPLES.

SO I WOULD LIKE TO KNOW WHAT IS GOING TO BE ALLOCATED FOR THE BOARD GOALS TO ACHIEVE THE BOARD GOALS IN THIS FISCAL YEAR.

AND WHAT DOES THAT ACCOUNTABILITY TO THAT SPENDING LOOK LIKE? AND I REALIZE THAT THAT'S A LONG QUESTION, AND I WOULDN'T EXPECT THE ANSWER RIGHT NOW.

THE OTHER BIG QUESTION I HAVE AND I WOULDN'T EXPECT THE ANSWER RIGHT NOW EITHER, BUT I WOULD LIKE TO SEE IT PRIOR TO THE NEXT WORKSHOP OR IN THE NEXT WORKSHOP.

[02:35:09]

THIS 190 MILLION DEFICIT WITHOUT ESSER.

AND I KNOW THAT THIS IS A LONG TERM CONVERSATION.

AND THERE WAS A CHART ON THE LAST WORKSHOP WITH THE CONSIDERATIONS.

I WOULD LIKE TO SEE SOME POTENTIAL BIG BUCKETS THAT ARE GOING TO BE CONSIDERED IF WE CUT X.

HOW MUCH WOULD THAT SAVE US? IF WE CUT Y, HOW MUCH WOULD THAT SAVE US? BECAUSE IT'S A REALLY HUGE DEFICIT.

AND I KNOW THAT THERE ARE GOING TO BE SOME REALLY DIFFICULT DECISIONS IN THE VERY NEAR FUTURE, AND I WOULD FEEL MORE COMFORTABLE ADOPTING A BUDGET WITH AT LEAST AN IDEA OF WHERE THAT MONEY CAN COME FROM THAN JUST WALKING INTO IT BLINDLY AND PUTTING ANOTHER BOARD IN A VERY PRECARIOUS SITUATION.

ALL RIGHT. THE BOARD WILL NOW ADJOURN TO CLOSED SESSION UNDER CHAPTER 551 OF TEXAS GOVERNMENT CODE OPEN MEETINGS ACT SUBSECTIONS

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

551.004., 071, .072, .073, .074, .076, .082, .0821, .083, .084 AND .089.

SHOULD BOARD FINAL ACTION VOTE A 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 TO CLOSED SESSION AT 4:38 P.M..

THIS MEETING IS NOW RECONVENED.

THE TIME IS 5:07 P.M.

WITH NO FURTHER BUSINESS TO DISCUSS THIS MEETING, THE BUDGET WORKSHOP OF THE BOARD IS ADJOURNED.

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

THE TIME IS 5:08 P.M.

ON MAY 5TH, 2022.

* This transcript was compiled from uncorrected Closed Captioning.