Feb 16, 2023 Special Board Meetings

[CALL TO ORDER]

[00:00:02]

BUENOS DIAS. SAT.

THOSE ARE. GOOD MORNING.

THIS MEETING IS NOW CONVENED.

THE TIME IS 9:02 A.M..

BOARD MEMBERS PRESENT IN THE AUDITORIUM ARE TRUSTEE ALLEN.

TRUSTEE CRUZ.

TRUSTEE, HERNANDEZ. TRUSTEE WADE.

AND TRUSTEE BAKER.

I WOULD LIKE EVERYONE TO PLEASE SILENCE THEIR CELL PHONES.

OUR FIRST ORDER OF BUSINESS IS TO HEAR FROM SPEAKERS WHO SPECIFIC AGENDA ITEMS. WE HAVE ONE SPEAKER WHO SHALL BE LIMITED TO 2 MINUTES 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 ANY 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 THE SPEAKERS WHILE THEY PRESENT TO THE BOARD DURING THIS PORTION OF THE MEETING AND TO PROMPTLY END THEIR REMARKS WHEN THE TIMER RINGS INDICATING THE EXPIRATION OF THEIR TIME.

SPEAKERS WILL GENERALLY BE GIVEN TWO 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.

THE ONE ITEM HELD FOR REGISTERED SPEAKERS IS BUDGET WORKSHOP NUMBER ONE.

WELL, GARY MUNRO, PLEASE COME TO THE PODIUM.

GOT HERE? YEP.

I SAW HIM WITH THE MINUTE I PUT HIM INTO IT.

SO JUST MOVE ON.

[APPROVAL OF MINUTES FROM JANUARY 19, 2023]

DO I HAVE A MOTION TO APPROVE THE MINUTES OF THE SPECIAL MEETING HELD ON JANUARY 19, 2023? IS THERE A SECOND? WE HAVE A MOTION BY TRUSTEE BAKER AND A SECOND BY TRUSTEE WADE.

PLEASE VOTE WITH YOUR THUMBS.

WE HAVE FIVE IN FAVOR.

ZERO OPPOSED.

ZERO ABSTENTIONS.

WE WILL NOW MOVE ON TO THE HEARING PORTION OF OUR MEETING.

[DISPUTE RESOLUTION HEARING, TYLA ADAMS, PARENT, HINES CALDWELL ELEMENTARY SCHOOL]

STUDENT HEARINGS ARE TO BE HELD IN CLOSED SESSION UNLESS BOTH PARTIES REQUEST IT TO BE CONDUCTED IN OPEN SESSION WITH BOTH PARTIES FOR THE HEARING TO BE CONDUCTED IN CLOSED SESSION.

IN ADDITION, HEARINGS INVOLVING COMPLAINTS AGAINST THE DISTRICT EMPLOYEES ARE TO BE HELD IN CLOSED SESSION UNLESS THE EMPLOYEE, WHO IS A SUBJECT OF THE HEARING, REQUESTS AN OPEN SESSION, AN OPEN HEARING.

IN THE EVENT THAT BOTH YOU AND THE EMPLOYER REQUEST AN OPEN SESSION.

DURING THE COURSE OF THIS HEARING, THE BOARD MAY GO INTO CLOSED SESSION TO CONSULT WITH ITS ATTORNEY.

UNDER THE TERMS OF THE TEXAS GOVERNMENT CODE SECTIONS 551.071.

IF ANY BOARD MEMBER WISHES TO SEEK ADVICE FROM COUNSEL, PLEASE MAKE THIS REQUEST KNOWN TO ME.

FOR THE RECORD, TYLER ADAMS IS PRESENT.

ELLEN SPALDING. WOOD.

SPALDING. NICHOLAS LAMP.

LANGLEY'S REPRESENTING THE ADMINISTRATION IS PRESENT.

NATASHA WOOD'S INTERIM GENERAL COUNSEL IS PRESENT.

AND LISA MCBRIDE FROM THE FIRM OF THOMPSON AND HORTON LLP IS PRESENT TO ADVISE THE BOARD.

[ADJOURN TO CLOSED SESSION UNDER SECTIONS 551.004, 551.071, 551.072, 551.073, 551.074, 551.076, 551.082, 551.0821, 551.083, 551.084, AND 551.089 OF THE TEXAS GOVERNMENT CODE FOR THE PURPOSES LISTED IN THIS NOTICE (Part 1 of 3)]

IF ANY PARTIES ARE NOT INVOLVED IN THIS HEARING, YOU MAY LEAVE THE AUDITORIUM AT THIS TIME.

THE BOARD WILL NOW ADJOURN, ADJOURNED TO A CLOSED SESSION UNDER CHAPTER 551 OF THE TEXAS GOVERNMENT CODE OPEN MEETINGS ACT SUBSECTIONS 551.004, 551.071,551.072,551.073, 551.074, 551.076, 551.082, 551.0821, 551.082083, 551.084 AND 551.089.

SHOULD BOARD FINAL ACTION, VOTE OR DECISION ON ANY MATTER CONSIDERED IN 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 MEETING OR AT A SUBSEQUENT MEETING OF THE BOARD UPON NOTICE THEREOF.

THE BOARD HAS ADJOURNED TO CLOSED SESSION AT 9:06 A.M.

ON FEBRUARY 16, 2023.

THE SPECIAL MEETING OF THE BOARD OF EDUCATION OF THE HOUSTON INDEPENDENT SCHOOL DISTRICT IS NOW RECONVENED IN OPEN SESSION.

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

[00:05:03]

DO WE HAVE DO WE HAVE ANY DISCUSSION, ANY QUESTIONS?

[CONSIDERATION AND POSSIBLE ACTION ON MATTERS DISCUSSED IN CLOSED OR EXECUTIVE SESSION]

IT APPEARS FROM THE RECORD THAT WHAT MOM WAS REQUESTING, IT APPEARS THAT IT WAS PROVIDED TO HER.

THE FACT THAT THE 24 INCIDENTS AND OF COURSE, CORRECT ME IF I'M WRONG, WAS NOT A PART OF THE DISCIPLINARY RECORD ACTUALLY IMMERSED IN THE BENEFIT OF YOUR CHILD.

IT APPEARS TO BE BECAUSE THOSE RECORDS, THE DISCIPLINARY RECORDS, FOLLOW YOUR CHILD, WHEREAS THE OTHER ONES WERE NOT.

SO THE FACT THAT IT APPEARS, THE FACT THAT IT WAS ONLY NINE OR EIGHT INCIDENTS ACTUALLY PLACED IN THE DISCIPLINARY RECORD IS TO IT'S TO THE BENEFIT OF YOUR CHILD.

THE ONE THING I WOULD SAY IS IF THERE'S A WAY TO PROVIDE MOM AND SHE HAS NOT BEEN PROVIDED WITH THE CAMPUS RECORD, IF THAT'S SOMETHING THAT SHE WOULD LIKE TO HAVE, I THINK THE ADMINISTRATION SHOULD PROVIDE THAT TO HER WITH A FULL UNDERSTANDING THAT IN THE EVEN IN THE CAMPUS RECORD, THERE HAS TO BE SOME REDACTIONS BECAUSE OTHER CHILDREN'S NAMES AND SUCH SHOULD NOT BE PLACED IN THOSE RECORDS.

BUT IF SHE HAS NOT RECEIVED THAT, I THINK IT SHOULD BE PROVIDED FOR HER.

THANK YOU. TRUSTEE.

CRUZ. I MAKE A MOTION.

I MOVE THAT WE DETERMINED THAT WE HAVE STOPPED, LOOKED AND LISTENED, AND THAT WE TAKE NO FURTHER ACTION ON THIS MATTER.

DO I HAVE A SECOND? SO SECOND. WE HAVE A MOTION BY TRUSTEE CRUZ AND A SECOND BY TRUSTEE BAKER.

PLEASE VOTE WITH THUMBS UP.

WE HAVE SIX IN FAVOR, ZERO OPPOSED AND ZERO ABSTENTIONS.

THE BOARD HAS VOTED SIX, FOUR AND ZERO AGAINST.

TO. TO DETERMINE THAT WE HAVE STOPPED, LOOKED AND LISTEN, AND THAT WE TAKE NO FURTHER ACTION ON THIS MATTER.

A LETTER NOTIFYING BOTH PARTIES OF THE ACTION OF THE BOARD SHALL BE PREPARED AND SIGNED BY THE MANAGER OF BOARD SERVICES AS SOON AS IS PRACTICAL.

THIS HEARING IS CONCLUDED AT 10:06 A.M..

WE CONVENED AT 10:30 A.M.

[RECONVENE IN OPEN SESSION]

[WORKSHOP TOPIC: BUDGET WORKSHOP #1]

SUPERINTENDENT, HOW DO YOU HAVE A QUORUM? THANK YOU, MADAM PRESIDENT, AND WELCOME TO OF COURSE, AS IS PRESIDENT.

MADAM PRESIDENT INDICATED OUR FIRST BUDGET WORKSHOP.

I'D LIKE TO, FIRST OF ALL, MAKE YOU ALL UNDERSTAND OR HELP YOU ALL UNDERSTAND THAT WE ARE, OF COURSE, LOOKING FORWARD TO ENGAGING WITH YOU ALL OVER A SERIES OF BUDGET WORKSHOPS THIS SPRING IN ORDER TO PROVIDE BOTH YOU AND THE PUBLIC THE IMPORTANT INFORMATION REGARDING OUR DISTRICT'S FINANCES AND REALLY GARNER ANY ADDITIONAL FEEDBACK AS WE DRIVE TOWARDS A JUNE BUDGET AND ADOPTION.

SO TODAY, AS YOU CAN SEE ON THE AGENDA, WE'LL BE MOVING FORWARD THROUGH THE TIMELINE.

AND THEN, OF COURSE, ONE OF THE KEY TAKEAWAYS IS THAT WE'RE WE'RE STARTING THESE CONVERSATIONS AS EARLY AS POSSIBLE.

I THINK I'VE TOLD YOU ALL EITHER IN INDIVIDUAL CONVERSATIONS OR SMALL GROUPS, THAT THE IDEA HERE IS FOR US TO ENSURE THAT OUR CAMPUSES GET THEIR BUDGETS AS EARLY AS POSSIBLE.

OUR OUR GOAL IS GETTING THOSE BUDGETS TO OUR CAMPUS LEADERS BEFORE SPRING BREAK.

NEXT, WE'LL DRIVE INTO A REVIEW OF THE ADOPTED BUDGET FOR THE CURRENT SCHOOL YEAR, PROVIDE HIGH LEVEL OVERVIEW AT OUR CURRENT OF THE CURRENT INCOMING REVENUES AND EXPENDITURES.

AFTER THAT, A HIGH LEVEL OVERVIEW WILL EXAMINE MORE CLOSELY OUR EXPENDITURES AT BOTH THE SCHOOL LEVEL AND DEPARTMENT LEVELS.

THE INTENT HERE IS TO TO MAKE SURE THAT WE'RE ALL ABLE TO SEE SOME OF THE BASELINE FOCUS AROUND THE BUDGET

[00:10:09]

WE WE THEN WILL DISCUSS THE CASE FOR THE FISCAL CHANGE THAT YOU GUYS HAVE HEARD.

WE KNOW THAT WE HAVE TO DO SOMETHING DIFFERENTLY.

WE KNOW WE CANNOT WAIT.

WE THINK IT'S EXTREMELY IMPORTANT THAT WE AGGRESSIVELY LOOK AT THIS $200 MILLION DEFICIT THAT WE'VE TALKED ABOUT AND ENSURE THAT WE DON'T WAIT TO THE YEAR 2425, WHICH IS WHEN, OF COURSE, THE DISTRICT WOULD BE IN A NON SOLVENT POSITION.

THEREFORE, BEFORE WE FINISH UP, WE'LL SHARE SOME ADDITIONAL INFORMATION AT A HIGH LEVEL AROUND OPTIONS ON THE REVENUE SIDE AND AND AS WELL AS ON THE COST SIDE.

SO WITH THAT BEING SAID, I'LL BEGIN DISCUSSING OUR TIMELINE.

SO AS YOU CAN SEE ON THE SCREEN, ONE OF THE MAJOR AIMS THAT WE HAD AS AN ADMINISTRATION THIS YEAR WAS GETTING THE BUDGET PROCESS STARTED AS EARLY AS POSSIBLE. THE MORE TIME THAT WE PROVIDE IN REFERENCE TO THIS WORK, IT ALLOWS FOR OUR PRINCIPALS TO MOVE FORWARD AND MAKE THE NECESSARY ADJUSTMENTS TO ANY BUDGET CHANGES THAT THEY MAY NEED TO AT THE CAMPUS WITH THEIR SCHEDULES, ETC..

WE ALSO WOULD LIKE TO MOVE FORWARD AND ENSURE THIS MONTH THAT WE'RE WORKING WITH PRINCIPALS TO TO FINALIZE, WHICH WE'VE STARTED SOME OF THAT ALREADY IN TERMS OF ENROLLMENT PROJECTIONS, AS WELL AS FINALIZING OUR CENTRAL OFFICE REDUCTIONS THAT WILL BE PROPOSED, OF COURSE, FOR FOR NEXT NEXT SCHOOL YEAR.

NOW IN MARCH, OUR AIM IS TO TO BE ABLE TO PROVIDE OUR PRINCIPALS WITH COPIES OF THEIR CAMPUS LEVEL BUDGETS PRIOR TO SPRING BREAK.

AS WE'VE MENTIONED SEVERAL TIMES, THIS AGAIN, IS AN EARLIER PRACTICE AND WE'VE SEEN IN IN RECENT YEARS NOW, AS YOU CAN SEE ON THE SCREEN IN APRIL.

SCHOOLS WILL DEVELOP AND REFINE AND SUBMIT THEIR THEIR BUDGETS.

AND IN JUNE, A BUDGET WILL BE APPROVED BY THIS BOARD.

NOW, WE'VE REITERATED TO OUR OUR PRINCIPLES THAT THESE CAMPUS BUDGETS ARE PRELIMINARY AS AS THEY MAY BE SUBJECT TO SOME MODIFICATIONS AND CHANGES, AS THE BOARD IS, OF COURSE, THE FINAL AND ULTIMATE APPROVER OF THIS OF THIS BUDGET.

HOWEVER, IN RESPONSE TO TO FEEDBACK THAT WE'VE RECEIVED FROM PRINCIPALS, WE BELIEVE THAT WE HAVE A WE HAVE TO START THIS BUDGET PROCESS AGAIN ASAP AS EARLY AS POSSIBLE AND ENSURE THAT WE GET AHEAD OF ANY CHANGES SO THAT WE DON'T HAVE TO WAIT UNTIL THE LAST MINUTE TO BEGIN MAKING DECISIONS ABOUT NEXT SCHOOL YEAR.

SO AT THIS TIME, I'D LIKE TO PASS THE.

THIS PORTION OF THE PRESENTATION TO JIM GRADY FROM ALVAREZ MARSAL AND AND HIS TEAM.

THEY, AS YOU ALL KNOW, HAVE BEEN INTEGRAL PARTNERS AND EVERYTHING THAT WE'VE DONE AROUND OUR BUDGET.

AND WE'RE DEARLY APPRECIATIVE OF THE PARTNERSHIP AND THE WORK.

JIM. GOOD MORNING.

THANK YOU, SUPERINTENDENT HOUSE.

GOOD MORNING, MADAM PRESIDENT AND FELLOW TRUSTEES.

GOOD TO SEE YOU AGAIN THIS MORNING.

I THOUGHT WE WOULD START THE DISCUSSION FOR THIS WORKSHOP JUST AT A BASE LEVEL.

LET'S START WITH, FIRST OF ALL, THE RECEIPTS OF THE REVENUES THAT COME INTO THE DISTRICT.

AND THE SLIDE HERE ON SLIDE SIX IS JUST A SUMMARY OF THAT WHICH WHICH YOU'RE.

WHICH YOU'RE LIKELY AWARE OF.

IT'S SUPPORTED LARGELY BY LOCAL SOURCES, PROPERTY TAXES SPECIFICALLY.

THERE ARE SOME OTHER STATE AND FEDERAL SOURCES THAT COME WHEN WHEN H.

D PROPOSES ITS ANNUAL BUDGET, IT SEEKS TO BALANCE ITS REVENUES WITH AS EXPENDITURES.

SO, AGAIN, JUST GIVING YOU A SNAPSHOT, THIS IS THE ADOPTED BUDGET FOR THIS FISCAL YEAR THAT YOU ALL APPROVED LAST JUNE, 2.1, ALMOST $2.2 BILLION.

WE CAN GO TO THE NEXT SLIDE.

THANK YOU. SO WE JUST TALKED ABOUT THE REVENUE PIECE.

LET'S SPEND A MINUTE JUST REMINDING OURSELVES ABOUT THE EXPENDITURE PIECE HERE.

AGAIN, THIS IS THE ADOPTED BUDGET FROM LAST JUNE.

$2.3 BILLION IN.

2.2 TO 2.3 BILLION IN EXPENDITURES.

JUST A NOTE HERE THAT.

THAT ABOUT 70% OF THAT BUDGET, ABOUT 1.6 BILLION IS GOES DIRECTLY TO SCHOOLS AND SUPPORT SCHOOLS.

SO NOW WITH JUST THE SETTING, THE STAGE OF OF THE REVENUES AND EXPENDITURES.

SORRY, I'M LITTLE.

THERE WE GO. SO, AGAIN, I'M GOING TO BRING YOU BACK TO THIS SLIDE.

AND WHAT WE'RE GOING TO DO IS I'M GOING TO I'M GOING TO DELVE A LITTLE BIT ONE STEP DEEPER INTO THAT $1.6 MILLION.

[00:15:05]

SO AT A HIGH LEVEL ON THE NEXT SLIDE.

TOO MUCH COFFEE THIS MORNING.

I APOLOGIZE. SO HERE YOU'LL SEE, PROBABLY ON THE LEFT SIDE, MIDDLE OF THE PAGE WITH THE RED ARROW.

YOU SEE THE 1.6 BILLION FROM THE PREVIOUS PAGE.

HOW IS THAT BROKEN UP? IT'S BROKEN UP BETWEEN FUNDS OF ABOUT JUST ALMOST $1 BILLION OR ABOUT 65% OF THE BUDGET.

THERE'S SOME NON PWA FUNDS OF ABOUT 227 MILLION, AND THEN THERE'S ALSO 347 MILLION RELATED TO PUPIL SUPPORT.

SO THAT'S GENERALLY HOW THAT $1.6 MILLION GETS BROKEN APART.

BEFORE I LEAVE THIS SLIDE, ONE THING I WANT TO DRAW YOUR ATTENTION TO IS IF YOU GO TO THE FUNDS OF $1,000,000,000 AND YOU SEE THE BIG ARROW, YOU SEE THAT THAT IS BROKEN INTO TO ITSELF.

THERE'S 876, ALMOST $877 MILLION, THAT IS PWA GENERAL AND THEN 150 ABOUT 155 MILLION IN BENEFITS RELATED TO THE PWA.

I WANT YOU JUST TO KEEP AN EYE AND REMEMBER THE 876 WE'RE GOING TO TALK ABOUT THAT NEXT.

SO THERE'S A LOT GOING ON IN THIS PAGE AND A LOT OF NUMBERS ARE GOING TO MAKE IT SUPER EASY FOR YOU IS WHAT I WANT YOU TO DO IS DRAW YOUR ATTENTION DOWN TO THE BOTTOM LEFT AND SEE THE TOTAL UUA FUNDING OF 876.

SO THAT'S THE 876 THAT WE TALKED ABOUT ON THE PREVIOUS PAGE.

WHAT DOES THAT MADE UP OF? THAT'S MADE UP OF THE BASED FUNDING PLUS SOME WEIGHTED FUNDING PLUS SOME NON WEIGHTED FUNDING.

SO WHAT I'M GOING TO DO IS I'M GOING TO WORK A LITTLE BIT BACKWARDS HERE.

SO STARTING WITH THE 876 AND THE BOTTOM LEFT, YOU'LL SEE JUST ABOVE THAT A BREAKOUT OF THE NON WEIGHTED FUNDING OF ABOUT $76 MILLION.

AND THAT'S WHERE YOU HAVE THE SMALL SCHOOL SUBSIDY OF 33 MILLION.

YOU'VE GOT HIGH SCHOOL ALLOTMENT OF 10 MILLION.

IT'S A MAGNET FUNDING OF ALMOST 22 MILLION.

SO WHEN YOU BACK THAT OUT, I'M NOW MOVING UP ON THE LEFT SIDE TO THE BASE ALLOCATION OF $800 MILLION JUST OVER $800 MILLION AND THAT'S BROKEN OUT TO THE RIGHT.

AND THIS IS WHERE WHEN WE TALK ABOUT THE 3754 FOR HIGH SCHOOLS AND ELEMENTARY SCHOOLS IN THE 3790 FOR MIDDLE SCHOOLS, THIS IS WHERE THAT RESIDES.

THIS IS HOW THAT IS CALCULATED.

YOU START WITH THE REGULAR WAY, WHICH IS THE THE UNITS, THE ENROLLMENT MULTIPLIED BY THOSE FACTORS OF 37, 54.

AND THEN ON TOP OF THAT IS ABOUT 81.7 MILLION OF YOUR WEIGHTS FOR VARIOUS VARIOUS STUDENT WEIGHTING WEIGHTS. NOW I JUST WANT TO TAKE A MINUTE AND LET'S TALK ABOUT YOU'LL REMEMBER AGAIN ON THE LEFT SIDE OF THE PAGE, THE BIG RED ARROW $347 MILLION.

HERE IS A BREAKOUT OF OF WHAT REALLY GOES INTO THAT PUPIL SUPPORT EXPENDITURES OF $347 MILLION.

AND WHAT WE'VE DONE HERE IS WE'VE BROKEN OUT WHAT THAT IS COMPRISED OF DISTRICT WIDE SERVICES.

YOU'LL SEE SOME ACADEMICS, YOU'LL SEE OPERATIONS, SOME POLICE, SOME SCHOOLS.

THESE ARE THESE ARE OUR DEPARTMENTAL COSTS THAT ARE ACTUALLY SIT AT SCHOOLS OR RESIDE AT SCHOOLS.

AND FINALLY, BEFORE WE LEAVE EXPENDITURE WORLD, I JUST WANT TO TOUCH BRIEFLY ON DEPARTMENTS.

SO WE JUST TALKED ABOUT THE $1.6 MILLION RIGHT UP ABOVE.

NOW I JUST WANT TO SPEND A SECOND TALKING ABOUT THE DEPARTMENTAL BUDGETS OF $279 MILLION.

AND ON THE NEXT SLIDE YOU'LL SEE AGAIN, I'LL DRAW YOUR ATTENTION TO THE BIG RED ARROW ON THE LEFT, $279 MILLION.

AND AGAIN, HERE IS WHAT THAT IS HOW THAT IS GENERALLY CUT BETWEEN THE VARIOUS DEPARTMENTS.

AGAIN, I THINK OF THIS AS MORE NOT NECESSARILY OVERHEAD, BUT, YOU KNOW, ADMINISTRATION OF THE SCHOOLS AND MINISTRATION OF THE DISTRICT AND THOSE SORTS OF ACTIVITIES. AND SO WITH THAT DETAIL OR THAT BREAKOUT OF REVENUES AND EXPENDITURES, WHAT I WANT TO DO NOW IS JUST LET'S TALK ABOUT THE ADOPTED BUDGET AND WHAT IT LOOKED LIKE GOING FORWARD.

SO LAST SUMMER, YOU'LL RECALL THAT YOU ADOPTED A BUDGET, APPROVED A BUDGET THAT HAD A $31 MILLION DEFICIT.

THAT'S THE ADOPTED BUDGET 2022 23 DOWN AT THE VERY BOTTOM, THE LITTLE 31 MILLION IN BRACKETS OR PARENTHESES DUE TO DECLINING

[00:20:01]

OUR DEFICIT DEFICIT IS EXPECTED TO GROW OVER THE NEXT COUPLE OF YEARS SO THAT BY THE TIME WE REACH FISCAL YEAR 25, WE'RE AT ABOUT -$217 MILLION DEFICIT.

SO THAT WAS LAST YEAR'S ADOPTED BUDGET.

WHAT I WANTED TO DO HERE IS JUST, YOU KNOW, YOU'VE HAD YOU'VE HAD NOW A SERIES OF BOARD MEETINGS, SIX OR SEVEN OR EIGHT BOARD MEETINGS.

YOU'VE APPROVED AMENDMENTS TO TO THE BUDGET, YOUR FOURS, AS YOU'VE DONE OVER THE LAST SEVERAL MONTHS.

AND LARGELY THIS IS JUST TO SHOW THAT NOT MUCH HAS CHANGED THE OVERALL PICTURE GOING FORWARD INSTEAD OF, AGAIN, A $217 MILLION DEFICIT IN 2425, YOU'RE LIKE 215 IS WHAT OUR LATEST PROJECTIONS ARE SHOWING.

GIVEN ALL THE AMENDMENTS THAT YOU HAVE APPROVED OVER THE LAST SEVERAL MONTHS.

AGAIN, ONE NOTE, INSTEAD OF A $31 MILLION DEFICIT, YOU'LL SEE THAT 31 IN PARENTHESES.

THERE'S BEEN SOME ADDITIONS TO THAT.

SO RIGHT NOW, CURRENTLY TODAY, YOU'RE PROJECTED TO SIT ON A $6 MILLION SURPLUS THAT LARGELY IS DUE TO CHANGES IN FALLOUT ASSUMPTIONS THAT WE'VE BEEN WORKING ON WITH FINANCE IN ADDITION TO CARRYOVER MONIES THAT HAD ALREADY BEEN SET ASIDE IN YOUR ASSIGNED FUND BALANCES.

SO WITH THAT LAYING OUT WHERE WHERE IT LOOKS LIKE OVER THE NEXT COUPLE OF YEARS, I'D LIKE TO HAND IT BACK TO THE SUPERINTENDENT.

THANKS. THANKS, JIM. WE APPRECIATE YOU AND YOUR TEAM.

AND WE'RE GOING TO SHIFT THINGS TO TO REALLY TALK ABOUT THE PROPOSED MODIFICATIONS AND CHANGES TO THE FY 24 BUDGET.

YOU KNOW, SOMETHING THAT JIM MENTIONED EARLIER THAT I THINK IS EXTREMELY IMPORTANT FOR US TO REALLY KNOW AND UNDERSTAND, EVEN THOUGH I THINK WE'VE WE'VE HEARD IT, THERE WAS A LOSS OF 13,000 STUDENTS IN ONE YEAR, ONE ONE PARTICULAR YEAR.

I THINK THAT WAS, OF COURSE, THE FIRST YEAR SINCE COVID.

AND THEN THAT HAS BEEN A MAJOR PIECE IN TERMS OF WHY THIS DEFICIT HAS CONTINUED TO TO GROW.

BUT WE'RE HERE TO ADDRESS IT, AND WE'RE GOING TO BE TALKING ABOUT SOME MODIFICATIONS AT THIS PARTICULAR JUNCTURE IN REFERENCE TO WHAT IT SHOULD LOOK LIKE FROM A RECOMMENDATION STANDPOINT TO ADDRESS IT.

NOW, THIS SLIDE THAT YOU SEE IN FRONT OF YOU REALLY JUST SUMMARIZES VARIOUS OPTIONS THAT WE HAVE FOR ADDRESSING THE SCHOOL SCHOOL DISTRICT STRUCTURAL DEFICIT, WHICH, AS JIM INDICATED, IS A LITTLE OVER $200 MILLION NOW.

AND THINKING THROUGH OUR STRATEGY OR OR HOW WE APPROACH THIS WORK, WE PRIORITIZE SOME SOLUTIONS THAT STAY AS FAR AWAY FROM STUDENTS AS AS POSSIBLE. THAT'S REALLY BEEN THE FOCUS THAT WE TRULY WANT TO WANT TO DO NOW, GIVEN THE SIZE OF THE DEFICIT WE FACE, IT'S INEVITABLE THAT THERE WILL BE SOME IMPACT ON RESOURCES AVAILABLE TO TO SERVE STUDENTS.

NOW, ON THE REVENUE SIDE, THE TWO MAIN OPTIONS ARE TO INCREASE OUR USABLE TAX REVENUE THROUGH TREE OR TO STABILIZE AND OR INCREASE OUR DISTRICT ENROLLMENT AND ATTENDANCE.

HOWEVER, GIVEN THE THE CALLING FOR A TREE IS IN THE PROCESS THAT CANNOT BE COMPLETED BEFORE THE START OF THE 514 FISCAL YEAR, THAT OPTION WOULD NOT IMPACT, OF COURSE, THIS UPCOMING YEAR'S BUDGET.

NOW, ADDITIONALLY, ENROLLMENT AND ATTENDANCE ARE ARE LAGGING OF COURSE PIECES OF THIS PIE AND THEY LAG BEHIND THE ACTUAL FISCAL YEAR.

SO ANY INCREASES ENROLLMENT OR ATTENDANCE FOR NEXT YEAR, WE'RE REALLY NOT BE REALIZED UNTIL THE FY 25 BUDGET.

IMPORTANT TO TO RECOGNIZE AS WELL.

NOW ON THE REVENUE SIDE, THE TWO MAIN OPTIONS ARE TO INCREASE OUR USABLE TAX REVENUE THROUGH A TREE AS I MENTIONED.

AND JUST TO TO CAP THIS AGAIN, IT'S IMPORTANT WE KNOW THAT WHAT I'VE SHARED WITH YOU GUYS ABOUT AROUND A FEW PIECES POLITICALLY THAT HAVE MOVED FORWARD A TREE IS SOMETHING THAT WE HAVE TO GO OUT TO VOTERS AND DO.

SO VERY, VERY IMPORTANT FOR US TO THINK ABOUT AS WELL.

NOW, AS YOU ALL WILL SEE IN THE COMING SLIDES, WE'VE CHOSEN TO TO FOCUS ON THE FIRST THREE OPTIONS UNDER COSTS, WHICH ARE ADDITIONAL CENTRAL OFFICE CUTS, ADJUSTING SUPPLEMENTAL SCHOOL FUNDING AND SUNSETTING THE THE ADA HARMLESS PROVISION WHICH WILL DIVE A LITTLE BIT DEEPER INTO NOW WHAT YOU SEE ON THIS SLIDE IS REALLY A COMBINATION OF THINGS.

IN NO PARTICULAR ORDER.

I THINK YOU'VE SEEN THIS SLIDE BEFORE.

THESE ARE ALL THE POTENTIAL LEVERS.

[00:25:01]

IT'S A COMBINATION OF DIFFERENT THINGS THAT WE KNOW THAT WE HAVE TO FOCUS ON.

THE INTENT OF THIS SLIDE IS REALLY TO JUST REPRESENT THE FACT THAT THERE IS NO SINGLE OPTION THAT WILL GENERATE ENOUGH REVENUE TO TO FIX THE $200 MILLION DEFICIT ARE ABLE IS TO OUR OPTION HERE IS TO REALLY BE ABLE TO COMBINE THE DIFFERENT OPTIONS THAT WE WANT TO FOCUS ON BEFORE THE FY 26 YEAR TO ENSURE THAT WE GET THIS BUDGET WHERE IT NEEDS TO GO.

NOW, ON THE ON THE REVENUE SIDE, THERE ARE TWO PRIMARY OPTIONS THAT THE DISTRICT HAS TO INCREASE.

OF COURSE, THE AMOUNT OF MONEY COMING INTO THE DISTRICT THE DISTRICT COULD PURSUE AGAIN, AS WE INDICATED EARLIER, A TREE WHICH WOULD RAISE LOCAL PROPERTY TAXES BY THREE $0.03 PER $100 OF PROPERTY VALUE.

THIS OPTION INVOLVES, AS I MENTIONED EARLIER, GOING TO THE BALLOT AND REQUIRING BOTH THE BOARD TO RATIFY TO PROCEED WITH THE ELECTION AND A MAJORITY VOTE OF THE PUBLIC TO TO GET THIS DONE.

IT COULD GENERATE, YOU KNOW, ANYWHERE, ANYWHERE AROUND $65 MILLION IN REVENUE.

HOWEVER, IN TERMS OF THE FY 14 BUDGET, THIS IS NOT AN OPTION FOR.

INCREASE IN REVENUE, GIVEN THAT A TREE ELECTION COULD NOT BE COMPLETED BEFORE AN ADOPTED BUDGET.

NOW, THE OTHER OPTION IS TO ATTRACT MORE STUDENTS AND INCREASE ATTENDANCE RATES, WHICH COULD GENERATE MORE REVENUE FROM.

OF COURSE, THE STATE.

HOWEVER, WE ARE CLEAR EYED ABOUT THE DEMOGRAPHIC TRENDS TAKING PLACE ACROSS OUR CITY AND RECOGNIZE THAT ATTRACTING EVEN MORE STUDENTS IS NOT JUST A GIVEN.

SO IT'S JUST SOMETHING THAT WE DEFINITELY WANT TO PAY CLOSE ATTENTION TO.

AND MOVE FORWARD. NOW, ADDITIONALLY HERE, WHEN YOU INCREASE STUDENT ENROLLMENT, WE KNOW YOU ALSO INCREASE COSTS, WHICH WHEN COMBINED WITH THESE TRENDS, DOESN'T MAKE THIS A LARGE GENERATOR OF ADDITIONAL REVENUE.

SO MOVING TO THE NEXT SLIDE, IN TERMS OF WHAT YOU'LL SEE HERE, THESE SLIDES ARE ABOUT REALLY LOOKING AT THE PROPOSED STRATEGIES TO ADDRESS THE F Y 24 DEFICIT.

WE HAVE APPROXIMATELY, IF I'M NOT MISTAKEN, THIS YEAR THAT WE'RE WE REDUCED THE CENTRAL OFFICE EXPENDITURES BY APPROXIMATELY $20 MILLION. YOU REMEMBER LAST YEAR WE REDUCED EXPENDITURES AT THE CENTRAL OFFICE BY 60 MILLION.

SO WE'RE LOOKING AT A COMBINATION OF THIS YEAR AND IN THE LAST YEAR OF $80 MILLION IN EXPENDITURES.

SO WE'RE LOOKING FOR 20 ADDITIONAL MILLION DOLLARS TO COME OUT OF CENTRAL OFFICE.

THESE CUTS, OF COURSE, WILL HAVE AN IMPACT ON THE SERVICES THAT YOU SEE ON THE CAMPUSES AS THERE NO EASY WAY TO CUT.

HOWEVER, THE CHIEFS HAVE BEEN CHARGED TO TO WORK HARD TO PRIORITIZE THE WELL-BEING OF ACADEMIC SUCCESS OF OUR STUDENTS.

AGAIN, WE'VE TALKED ABOUT STAYING AS FAR AWAY FROM THE KIDDOS AND THE EFFECTS AS POSSIBLE NOW.

THE SECOND CHANGE WE'RE PROPOSING IS A REDUCTION TO THE HIGH SCHOOL ALLOTMENT, WHERE WE'RE PROPOSING THAT WE CUT THE HIGH SCHOOL ALLOTMENT BY 50%.

NOW THE ORIGINAL HIGH SCHOOL ALLOTMENT WAS $170 PER STUDENT, AND WE'RE PROPOSING IT TO BE SIMPLY $85 PER STUDENT. NOW, AS YOU GUYS HAVE HEARD AS WELL, PRIOR TO HOUSE BILL THREE, H.B.

THREE IS IT'S BETTER KNOWN AS THE STATE HAD ALLOCATED FUNDING SPECIFICALLY TOWARDS HIGH SCHOOL ALLOTMENTS AND HISD PASSED THESE FUNDS ON TO SCHOOLS.

NOW, FOLLOWING H.B.

THREE, THE STATE REMOVED THE SPECIFIC ALLOCATION AND INCLUDED THIS IN THE FUNDING INTO THE STATE'S FUNDING FORMULA.

NOW, ALTHOUGH THE STATE REMOVED THIS SEPARATE FUNDING SOURCE, WE AS A DISTRICT CONTINUE TO FUND HIGH SCHOOL ALLOTMENT ON.

ON TOP OF THE STATE'S ALLOTMENT.

NOW REDUCING THIS ADDITIONAL ALLOTMENT WILL BETTER ALIGN OUR FUNDING MODEL WITH MONIES THAT WE RECEIVE FROM THE STATE.

WE BELIEVE THIS 50% REDUCTION WILL HAVE A AN APPROXIMATE SAVINGS OF ABOUT $4.9 MILLION.

SO LET'S TALK A LITTLE BIT ABOUT SMALL SCHOOL SMALL SCHOOL SUBSIDY.

I THINK OF EITHER INDIVIDUALLY OR IN SMALL GROUPS, HAD CONVERSATIONS WITH EVERYBODY ABOUT WHAT THIS MEANS, HOW IT ORIGINATED AS A SUPPLEMENTAL SOURCE OF FUNDING TO SCHOOLS, VERY SMALL GROUP OF SCHOOLS.

[00:30:02]

THIS WAS NEVER, QUITE FRANKLY, THE INTENT OF THE SUBSIDY, AND IT IS FISCALLY UNSTABLE FOR THE DISTRICT, ESPECIALLY GIVEN THE EXISTING DEFICIT AND THE PROJECTED DECLINES IN ENROLLMENT.

NOW, CURRENTLY SMALL SCHOOLS ARE RECEIVING EITHER 20 $100 OR 1500 DOLLARS.

YOU MAY ASK YOURSELF, YOU KNOW, WHAT DOES THAT MEAN? IT'S IT'S REALLY A LITTLE STRANGE.

AND IN REFERENCE TO HOW IT WAS CALCULATED AND WHO RECEIVES 2100 AND WHO RECEIVES 1500.

BUT THAT'S JUST THE WAY IT HAS BEEN DONE FOR QUITE SOME TIME.

THE PROPOSED CHANGE WITHIN THE FY 24 BUDGET IS THAT WE STANDARDIZE THE UNIT FUNDING FOR FOR SMALL SCHOOL SUBSIDY TO BE A FLAT 5500 ACROSS THE BOARD.

SO NO MORE VARIABILITY BETWEEN THE 2100 SCHOOLS AND THE 2500 SCHOOLS.

SMALL SCHOOL SUBSIDY WOULD JUST BE A SUBSIDY FOR SMALL SCHOOLS AT $1,500.

SO THESE CHANGES WOULD WOULD REDUCE APPROXIMATELY ABOUT $7.4 MILLION FROM THE DISTRICT'S DEFICIT.

NOW TO NOTE HERE, IN REGARDS TO THE HIGH SCHOOL ALLOTMENT.

WHICH WHICH CAN CAN YOU SAW ON THE PRIOR SLIDE IN SMALL SCHOOL SUBSIDY ON THIS PARTICULAR SIDE, WE'RE PROPOSING THAT THE TOTAL AMOUNT OF MONEY BEING REDUCED FROM CAMPUS BUDGET RESULTING FROM CHANGES TO SMALL SCHOOL SUBSIDY AND HIGH SCHOOL ALLOTMENT FORMULA BE CAPPED AT 5%.

WE'VE RUN THE NUMBERS OVER AND OVER, LOOKED AT SEVERAL DIFFERENT SITUATIONS IN TERMS OF SCHOOLS, AND WE WANT TO ENSURE THAT AGAIN, A SCHOOL DOESN'T SEE A, YOU KNOW, A HIT MORE THAN MORE THAN 5%.

THIS WILL ALLOW SCHOOLS TO HAVE A SMOOTHER TRANSITION AS THEY ADJUST TO THESE COST REDUCTIONS AND CHANGES AS WE MOVE FORWARD.

NOW, LASTLY HERE, WE ESSENTIALLY WANT TO MAKE SURE THAT WE ARE PROPOSING TO REMOVE, OF COURSE, THE ADA HOLD HARMLESS FUNDING THAT IS CURRENTLY BEING PROVIDED TO SCHOOLS AS WELL.

NOW THE FY 20 DUE TO THE PANDEMIC, THE STATE HELD DISTRICT HARMLESS FOR ATTENDANCE.

AS A RESULT, HISD HELD CAMPUSES HARMLESS, WHICH ALLOWED HISD TO FUND CAMPUSES FULLY TO MAINTAIN ALLOCATIONS DESPITE ATTENDANCE LOSSES NOW BEGINNING THIS YEAR.

F Y 23.

THE STATE REMOVED THIS PROVISION, BUT HISD HAS CONTINUED TO HOLD SCHOOLS HARMLESS FOR THEIR ADA LOSSES, WHICH HAS MEANT THAT ALLOCATIONS TO SCHOOLS ARE EXCEEDING THE REVENUES THAT WE RECEIVE OF COURSE FROM THE STATE FOR OF COURSE FY 24 WE WILL REVERT BACK TO PRE-PANDEMIC APPROACHES TO RESOURCE AND CAMPUSES BASED ON ADA PERCENTAGES.

THIS MEANS THAT WE ARE PROPOSING TO ELIMINATE THE ADA, HOLD HARMLESS FUNDING AND PROVIDE THAT WE'VE PROVIDED OVER THE COURSE OF THE LAST FEW YEARS. THIS WILL ENSURE THAT CAMPUS EXPENDITURES ARE MORE CLOSELY MIRRORED WITH DISTRICT REVENUES.

NOW TO NOTE THE 5% CAP I MENTIONED EARLIER FOR THE HIGH SCHOOL ALLOTMENT AND SMALL SCHOOL SUBSIDIES DOES NOT APPLY TO THE ADA HOLD HARMLESS PROVISION. SO AT THIS TIME, I'M GOING TO PASS THE FLOOR BACK OVER TO TO MR. GRADY FROM A&M TO DISCUSS THE FORECAST.

GIVEN THESE RECOMMENDATIONS FOR THE FY 24 BUDGET.

IT'S GRADY. THANK YOU, SUPERINTENDENT.

BEFORE WE JUMP INTO THE PROJECTIONS ON OUR LATEST THINKING, THIS IS A VERY, VERY, VERY PRELIMINARY VIEW OF WHAT FISCAL YEAR 24 AND BEYOND LOOKS LIKE.

COUPLE FEW FEW KEY ADJUSTMENTS OR A FEW ASSUMPTIONS HERE.

AS YOU SEE ON THIS PAGE, THERE'S MARGINAL INCREASES IN STATE REVENUE AND PROPERTY TAX GROWTH.

BUT BUT BUT KEEP IN MIND, SOME OF THAT THAT GETS OFFSET BY RECAPTURE.

THE ONE THING I DO WANT TO DRAW YOUR ATTENTION TO IS ENROLLMENT.

FOR PURPOSES OF THE PROJECTIONS YOU'RE SEEING TODAY, IT'S ASSUMED THAT ENROLLMENT IS FLAT.

THE PRINCIPALS RIGHT NOW HAVE BEEN WORKING THROUGH THEIR PROJECTIONS THIS WEEK.

ONCE WE GET THOSE, WE WILL LOAD THOSE INTO INTO THESE PROJECTIONS.

SO YOU'LL HAVE TO SNEAK PEAK OF COMING ACTIVITIES FOR THE MARCH, THE MARCH BOARD WORKSHOP.

AS THE SUPERINTENDENT MENTIONED, YOU WILL SEE THE IMPACT OF ADA, THE DEPARTMENTAL CUTS, THE HIGH SCHOOL ALLOTMENT AND SMALL SCHOOL SUBSIDY IN THIS

[00:35:08]

THERE IS A A BAD GUY, IF YOU WILL, THAT COMES BACK INTO THE GENERAL FUND $52 MILLION THAT WERE FUNDED BY ESSER THIS YEAR FOR COMPENSATION AND INVESTMENT IN IN IN PEOPLE NOW COMES BACK TO THE GENERAL FUND IN FISCAL YEAR 24.

SO THAT'S JUST A JUST A REMINDER OF THAT.

AND AS YOU CAN SEE, THIS IS SET UP VERY SIMILAR TO THE EARLIER PAGE THAT HAD THE $215 MILLION SURPLUS IN THE LOWER RIGHT CORNER, REALLY JUST AGAIN, HOLDING ENROLLMENT FLAT, HITTING THIS WITH THE ASSUMPTIONS THAT I JUST WENT THROUGH ON THE PREVIOUS PAGE.

ESSENTIALLY WE'VE MOVED THAT $215 MILLION PROJECTED DEFICIT IN 2425 TO ABOUT $150 MILLION NEGATIVE.

AND WITH THAT, I'LL HAND IT BACK TO THE SUPERINTENDENT.

THANK YOU, JIM. JUST JUST A COUPLE OF TAKEAWAYS BEFORE WE HAND IT BACK OVER TO PRESIDENT HERNANDEZ.

NUMBER ONE, IF HISTORY, AS YOU CAN SEE ON THIS SLIDE, CONTINUES WITH THE STATUS QUO.

THE DISTRICT WILL CONTINUE TO RUN THE KIND OF DEFICIT THAT WE'VE WE'VE SEEN.

THIS IS A SENSE OF URGENCY THAT WE'VE TRIED TO GENERATE HERE IN MAKING THESE MODIFICATIONS AND CHANGES SO THAT WE DON'T EXHAUST OUR FUND BALANCE BY FY 26. WE'RE STARTING AS EARLY AS POSSIBLE TO LOOK AT THESE PIECES OF THE PIE TO MAKE SURE THAT WE DON'T.

GET TO THAT PLACE.

WE HAVE ALSO LAID OUT TODAY SEVERAL OPTIONS TO BEGIN TO ADDRESS THIS DEFICIT, WHICH OF COURSE, WE'RE PROPOSING FOR THE FY 24 BUDGET.

WE ALSO BELIEVE AND REALIZE THAT THE DEPARTMENT AND CENTRAL OFFICE CUTS THE SUPPLEMENTAL SCHOOL FUNDING.

THE ADJUSTMENTS THE END OF ADA HOLD HARMLESS THIS YEAR WILL CONTRIBUTE TO A YEAR OVER YEAR REDUCTION IN OUR FORECASTED DEFICIT FOR FUTURE YEARS, WHICH PUTS REALLY US ON THE ON THE ROAD TO FISCAL VIABILITY, AS THIS BOARD, OF COURSE, WANTS TO SEE AND AS THIS DISTRICT DESERVES.

NOW, AT THIS TIME, AS I INDICATED, PRESIDENT HERNANDEZ, I'LL PASS IT BACK OVER TO YOU AND THE BOARD.

THANK YOU, SUPERINTENDENT HOUSE AND MR. BRADY, WE ARE READY FOR COMMENTS OR QUESTIONS FROM TRUSTEES.

PLEASE INDICATE YOUR INTEREST BY RAISING YOUR HAND AS THE TECHNOLOGY IS NOT WORKING.

FOR EACH ITEM OF DISCUSSION, WE WILL DO TWO ROUNDS OF 2 MINUTES EACH.

IF AN ADDITIONAL ROUND IS DESIRED, IT CAN BE DONE WITH EMOTION.

SECOND AND BOARD VOTE.

TRUSTEE GUIDRY.

THANK YOU. PRESIDENT HERNANDEZ AND SUPERINTENDENT HOUSE FOR THE PRESENTATION.

MOVING TO I THINK IT'S THE SECOND OR THIRD SLIDE.

KEEP GOING. THIS ONE.

THE SCHOOLS ARE PROVIDED BUDGET SERVICES SUMMARY AND THEN THE SCHOOLS HAVE TO DEVELOP THEIR AND REFINE THEIR BUDGETS.

WHAT ASSISTANCE WILL THE SCHOOLS BE RECEIVING IN ORDER TO PROPERLY DEVELOP THEIR BUDGETS? BECAUSE A LOT OF THEM ARE NEW PRINCIPALS.

AND I JUST I'M JUST CONCERNED THAT THEY AREN'T WON'T KNOW HOW TO HANDLE THESE BUDGETS SPECIFICALLY WITH SOME OF THE CUTS.

SO WE'LL WE'LL BE WORKING CLOSELY ALONGSIDE, OF COURSE, THE BUDGET OFFICE IN THE SCHOOLS OFFICE TO ENSURE THAT'S SOMETHING THAT WE'VE WE'VE COMMITTED TO AND IT'S A DIFFERENTIATED APPROACH.

SOME ARE A LITTLE BIT FURTHER ALONG AND WE'LL DETERMINE WHO NEEDS WHAT ASSISTANCE.

WE ACTUALLY HAD OUR PRINCIPALS HERE YESTERDAY TO TO SHARE SOME OF THIS INFORMATION TOGETHER.

REACTIONS, FEEDBACK TOOK THAT FEEDBACK ACTUALLY IN WRITING AS WELL, WHICH I WAS STUDYING EARLY THIS MORNING.

BUT WE'LL CONTINUE TO TAKE THAT APPROACH TO TO SUPPORT THEM ALONG THE WAY.

AND THAT APPROACH IS GOING TO BE DESIGNED FOR CAMPUS SPECIFIC, RIGHT? BECAUSE I DON'T THINK AN OVERALL TYPE SITUATION IS GOING TO HELP SOME OF OUR CAMPUSES.

AND THAT'S THAT'S WHAT I MEAN, A DIFFERENTIATED APPROACH.

IT MAY BE A LITTLE BIT DIFFERENT IF THERE'S AN EXPERIENCE AT THIS PARTICULAR CAMPUS.

SO WE WANT TO ENSURE THAT WE HAVE THE SUPPORT THAT MIGHT BE A LITTLE HEAVIER, WHERE IT'S WHERE IT'S NEEDED OR MAY BE AN EXPERIENCE.

THANK YOU SO MUCH.

AND THEN ON ON SLIDE 14, I'M SORRY.

OH. OH ON SLIDE 11, WITH RESPECT TO THE THE PEW BREAKDOWNS, THE WAY IT'S BROKEN DOWN,

[00:40:01]

SO IN OTHER WORDS, COULD WE TAKE 10 MILLION FROM THE STATE COMP ED AND GIVE IT TO SPECIAL ED? IS THAT SOMETHING WE'RE ALLOWED TO DO? JEFFREY. HERE WE GO.

THOSE DOLLARS ARE ACTUALLY SET ASIDE TO MAKE SURE THAT WE'RE COMPLIANT WITH THE STATE'S MINIMUM SPENDING.

SO IF WE CAN'T, WE DON'T WANT TO MOVE ANYTHING IN BETWEEN BECAUSE THAT CAN MAKE US NON-COMPLIANT UNDER STATE COMP.

AND FOR EXAMPLE, IF WE MOVE THOSE DOLLARS.

BUT WHAT IF YOU MOVE DOLLAR FOR DOLLAR FOR DOLLAR FOR DOLLAR? WHAT I'M SAYING, IF YOU TAKE 11 MILLION AND MOVE IT TO SPECIAL ED, IT IS STILL THE SAME.

MONEY IS JUST PLACED IN A DIFFERENT AREA.

YOU'RE SAYING IT HAS TO BE IN THE AREAS THAT IT'S ALREADY APPLIED? YES. FOR US TO MEET THE COMPLIANCE SPENDING COMPLIANCE STATE.

THAT'S CORRECT. THAT'S WHAT I NEEDED.

OKAY. THANK YOU SO MUCH, CHIEF REED.

AND THEN ON SLIDE 14.

OH, I THOUGHT I SAW SOMETHING.

OH, UNDER THE FINANCE SECTION, ALMOST.

OH, REALLY? THANK YOU. TRUSTEE BAKER.

AND THANK YOU SO MUCH FOR THAT PRESENTATION.

THANK YOU, SIR. PRESIDENT HOUSE.

FIRST QUESTION IS, WHEN WE LOOKED AT ALL OF THE CUTS AND YOUR UNIQUE AND CREATIVE WAYS OF SAVING MONEY.

I SHOW A REMAINDER OF $60 MILLION.

WHAT IS THE WORST? WHAT ARE SOME OF THE NEGATIVE, I GUESS, PERCEPTIONS CONNOTATIONS THAT WE MAY SEE HAVING THAT REMAINING DEFICIT OF 60 MILLION ONCE EVERYTHING SETTLED? WHAT WE KNOW IS THAT THIS IS A MULTI YEAR APPROACH.

WE, OF COURSE, STARTED LAST YEAR WITH A PRETTY SIGNIFICANT CUT IN THIS BUILDING OF $60 MILLION.

WE'RE BRINGING ON PROPOSED CUTS FOR THIS YEAR AS WELL AS AS AS WE'VE JUST PRESENTED.

AND WE'LL CONTINUE THIS CONVERSATION WITH ADDITIONAL ADJUSTMENTS IN THE NEXT FISCAL YEAR, THIS TIME NEXT YEAR AS WELL.

OKAY. ON SLIDE NINE.

QUESTION REGARDING THE RECAPTURE, THE RECAPTURE, I NOTICED IT'S 11%.

COULD YOU EXPLAIN WHETHER OR NOT GOING FORWARD OUR DISTRICT COULD RETAIN SOME OF THE MONIES THAT THAT'S GIVEN ASSOCIATED WITH RECAPTURE? JIM OR CHIEF, WOULD YOU LIKE TO SHARE SOME INSIGHT THERE? WOULDN'T THAT BE GREAT? SO RECAPTURE IS BUILT INTO SCHOOL FINANCE.

SO, YOU KNOW, AS WE WHATEVER STUDENTS WE HAVE IN A YEAR, THE FORMULA CALCULATES THIS IS WHAT YOUR ENTITLEMENT IS.

AND IF WE COLLECT MORE THAN THAT, WE HAVE TO SEND IT BACK.

SO UNLESS THE LAW CHANGES, WE AREN'T ABLE TO KEEP THOSE DOLLARS.

OKAY. AND ON SLIDE 11, WHAT IS THE DIFFERENCE BETWEEN WEIGHT AND NON WEIGHT, JUST FOR CLARIFICATION? DON'T. YEAH.

SO THE THE DIFFERENCE IS THE, THE WEIGHT IT IS BUILT ON.

BUILT UP BY UNITS AT A SPECIFIC SCHOOL AS OPPOSED TO THE NON WEIGHTED, WHICH IS MORE OR LESS FORMULAIC IN TERMS OF NOT NECESSARILY UNITS OF UNITS. STUDENTS YOU HAVE A CERTAIN NUMBER OF YOU GET A CERTAIN NUMBER OF CREDITS FOR BILINGUAL STUDENTS, YOU GET A CERTAIN NUMBER OF CREDITS FOR SPECIAL ED.

THAT'S WHAT'S IN THE WEIGHTED PORTION OF IT.

THE NON WEIGHTED PORTION ISN'T NECESSARILY TIED TO THOSE WEIGHTS.

THANK YOU VERY MUCH. TRUSTEE DI GARDEN.

THANK YOU. GOOD MORNING, EVERYBODY.

AND FOR THE RECORD, TRUSTEE BLUEFORD-DANIELS HAS JOINED US.

SO MY FIRST QUESTION, MR. SUPERINTENDENT, HOW DID YOU USE THE DISTRICT GOALS AND CONSTRAINTS TO DETERMINE THE BUDGET RECOMMENDATIONS YOU'RE GOING TO BRING TO US? SO EVERY EVERYTHING THAT WE'VE DONE, QUITE FRANKLY, HAS HAS BEEN BUILT AROUND THE GOALS AND RESTRAINTS.

PART OF DR.

CRUISE'S RESPONSIBILITY IN CONJUNCTION WITH ANOTHER EMPLOYEE THAT WE BROUGHT ON THAT'S HELPING WITH STRATEGIC ALIGNMENT, EVERYTHING HAS BEEN FUNNELED BACK TO WHAT WE'VE DONE IN OUR ADJUSTMENTS ON A WEEKLY BASIS.

THE CONVERSATION. SO IT HAS BEEN ON THE FOREFRONT OF EVERYTHING THAT WE'VE DONE.

[00:45:03]

SO TWO OF OUR GOALS, WE DID NOT MEET THE TARGET LAST YEAR, TWO OF THEM WE DID.

AND I'M FORGETTING ON THE FIVE CONSTRAINTS, IT WAS LIKE TWO AND THREE I THINK HAVE MET AND DIDN'T MEET.

SO HOW ARE YOU USING THAT DATA? LIKE WHAT ARE YOUR CONCERNS? HOW ARE YOU? HOW ARE YOU REALLOCATING FUNDS TO ACHIEVE THOSE TARGETS? THE SHARE WITHIN THOSE CONSTRAINTS? IT'S LIKE LIKE I SAID, IT'S ALL BEEN TAKEN INTO CONSIDERATION.

I WISH I COULD GO BACK INTO THE THE WEEKLY MEETINGS IN THE HOURS THAT WE PUT INTO THIS, BUT WE PLAYED IT ON THE FOREFRONT OF OF EVERYTHING THAT WE'VE DONE.

CAN YOU JUST GIVE ME LIKE ONE EXAMPLE, DR.

CRUZ YOU DO YOU MIND SHARE.

YOU WOULDN'T MIND INDULGING ME.

I YOU'RE THE SUPERINTENDENT.

I WOULD REALLY APPRECIATE HEARING YOUR THOUGHTS ON THIS.

DR. CRUZ, WILL YOU SHARE SOME INSIGHT AND REFERENCE TO THE MEETINGS THAT WE'VE WE'VE CARRIED? SURE. SO THE REDUCTIONS, OF COURSE, ARE HAPPENING AT CENTRAL OFFICE AND AT THE CAMPUS LEVEL.

IT'S ON THE CENTRAL OFFICE SIDE AS WE'VE BEEN GOING WITH EACH ONE OF THE CHIEFS.

WE'VE BEEN LOOKING AT THE BOARD GOALS TO DETERMINE WHERE IS IT IF WE'RE GOING TO HAVE TO REDUCE THE DISTRICT'S GOALS, I'M SORRY, THE DISTRICT GOALS, WHERE IS IT THAT WE CAN REDUCE COSTS WITH HAVING THE MINIMAL IMPACT ON THE DISTRICT'S GOALS AND THE ACHIEVEMENT OF THE GOALS? SO, FOR EXAMPLE, WHEN WE LOOK AT A GOAL LIKE CMR, WHICH IS ONE OF THE GOALS YOU REFERENCED COLLEGE CAREER MILITARY READINESS, MAKING SURE THAT EVEN AS WE GO THROUGH THIS CUTTING EXERCISE, ESSENTIALLY THAT WE'RE STILL ALLOCATING RESOURCES TOWARDS INITIATIVES AND PRACTICES THAT WE KNOW ARE YIELDING RESULTS, THINGS SUCH AS PAYING FOR AP COSTS, IP COSTS, ETC., WITH PRACTICES THAT WE KNOW HELP HELP MAKE A SIGNIFICANT DIFFERENCE AT THE CAMPUS LEVEL.

I THINK IT GOES BACK TO AN EARLIER CONVERSATION THAT WAS HAD A FEW WEEKS AGO WITH THE BOARD AROUND ALIGNMENT BETWEEN THE THE THE EVALUATION SYSTEM KIND OF ACCOUNTABILITY SYSTEM, BECAUSE OF COURSE SCHOOLS HAVE DISCRETION IN TERMS OF HOW THEY BUILD OUT THEIR BUDGETS.

I THINK WHAT WE'RE FOCUSING ON NOW, ESPECIALLY THROUGH THE WORK WITH DR.

WATTS IS DOING, IS REALLY MAKING SURE THERE'S COHERENCE AND ALIGNMENT SO THAT SCHOOLS ARE POSITIONED IN A PLACE WHERE THEY CAN ALLOCATE THEIR RESOURCES IN A WAY THAT ALIGN WITH THE BOARD WITH THE DISTRICT GOALS.

AND SO THAT'S THAT'S KIND OF A BIGGER STRATEGY THAT IS HAPPENING AT THE CAMPUS LEVELS, BECAUSE IF WE DON'T ADDRESS THAT, IF WE DON'T FIGURE OUT HOW TO GET SCHOOLS TO MATCH THEIR RESOURCES, THEIR TIME, THEIR PERSONNEL IN A WAY THAT ALIGNS WITH THE DISTRICT GOALS, WE'RE NOT GOING TO YIELD THE OUTCOMES THAT WE WANT TO SEE.

SO IT'S KIND OF THAT TWO PRONGED APPROACH WHERE THE FUNDING THAT WE HAVE DIRECT CONTROL OVER, WE'RE ALLOCATING IN A WAY THAT ALIGNS WITH THE GOALS OF LOOKING AT WHAT IS WORKING, WHAT IS NOT WORKING, AND AT THE CAMPUS LEVEL IS THAT WE'RE HELPING BUILD THAT CAPACITY AND THOSE INCENTIVES AT THE SCHOOL LEVEL.

SO THEY'RE ALLOCATING THEIR RESOURCES ACCORDINGLY.

SO, MR. SUPERINTENDENT, CUTTING THE HIGH SCHOOL ALLOTMENT AND HAVE ARE THERE ANY SCHOOLS THAT YOU ARE CONCERNED THAT THAT IS GOING TO AS YOU LOOK AT THE DATA THAT MAYBE ARE BEHIND THEIR TARGETS FOR THEIR CAMPUS ON GOAL THREE, ARE THERE ANY FOR WHICH YOU'RE CONCERNED THAT THE CUT IN THE HIGH SCHOOL ALLOTMENT MIGHT PUT THEM FURTHER BEHIND? I DON'T HAVE THE INDIVIDUAL SCHOOL SCHOOL DATA IN FRONT OF ME SPECIFICALLY, BUT WE KNOW THAT A ANY CUT IS IS DIFFICULT, ESPECIALLY WHEN SCHOOLS ARE TRYING TO ACCOMPLISH THEIR GOALS AND ENSURE THAT THEY CONTINUE THE GROWTH AND DEVELOPMENT OF STUDENTS ON CAMPUSES.

BUT WHAT WE DO KNOW IS THAT THIS IS ONE OF THE ADJUSTMENTS THAT WE FEEL LIKE IS AS APPROPRIATE MOVING FORWARD TO ACCOMPLISH THE GOAL OF ENSURING THAT THIS DEFICIT IS ERADICATED.

AND MY CONCERN IS MAKING SURE THAT THE BUDGET IS BUILT AROUND STUDENT NEED IN A WAY THAT IS FISCALLY RESPONSIBLE AND NOT JUST CUTTING MONEY BECAUSE IT MAKES SENSE ON PAPER.

AND AS WE INDICATED EARLIER, WHAT WE'VE TAKEN INTO CONSIDERATION IN EACH ONE OF THESE RECOMMENDATIONS AND OF COURSE THEY'RE ONLY RECOMMENDATIONS THE BOARD CAN CAN CHOOSE TO TO TO MODIFY, CHANGE, DO WHATEVER THEY SEE FIT.

WE'VE TAKEN INTO CONSIDERATION TO TO STAY AS FAR AWAY FROM FROM STUDENTS AS POSSIBLE.

BUT WE'RE DOING OUR BEST TO TAKE WHAT HAS LANDED IN OUR LAP TO TO RECTIFY IT.

AND JUST TO BE CLEAR, ANY CUT THAT HAPPENS IN.

THE CAMPUS LEVEL IS THE CLOSEST POSSIBLE IT CAN BE TO A CHILD.

SO MY SECOND QUESTION IS, IF WE APPROVE THE RECOMMENDATIONS BY HOW MUCH DOES IT REDUCE THE DEFICIT? MR. GRADY WELL, JIM.

YES, THE REDUCE, THAT'S AROUND $60 BETWEEN THE ADA, THE HIGH SCHOOL ALLOTMENT AND SMALL SCHOOL SUBSIDY SUBSIDY.

OH, AND THEN I'M SORRY. AND THEN YOU HAVE THAT'S $40 AND THEN YOU HAVE 20 MILLION WITH CENTRAL OFFICE APOLOGIES.

60 MILLION TOTAL, 20 AT CENTRAL OFFICE 40.

I BROUGHT APPROXIMATELY 40 WITH 80.

A HIGH SCHOOL ALLOTMENT IN SMALL SCHOOL SUBSIDY.

OKAY. THANK YOU, SUPERINTENDENT HOUSE, WHAT CONCERNS HAVE PRINCIPALS SHARED WITH YOU IN YOUR MEETINGS?

[00:50:06]

AND THERE HAS BEEN AN OVERVIEW THAT I HAVE THAT I CAN SHARE WITH THE BOARD IN TERMS OF SOME OF THE FEEDBACK THAT WE RECEIVED.

WE HAD ABOUT 200 RESPONSES DURING OUR LAST PRINCIPALS MEETING AROUND EXACTLY WHAT QUESTIONS CONCERNS THAT THE PRINCIPALS HAD.

I'D BE GLAD TO TO SHARE THAT WITH THE BOARD.

WHAT ARE ONE AND TWO, ONE OR TWO THAT YOU'VE HEARD FROM THEM THAT REALLY CAUSED SOME CONCERN FOR YOU? I THINK ONE OF THE ONES THAT YOU'VE ARTICULATED ON TOP OF PRINCIPALS HAD TO DO WITH BELIEVE STIPENDS OR WHATNOT, WHICH WE'RE LOOKING AT AND REVISITING AND ADDRESSING.

DR. WATTS, WERE THERE ANY ANY OTHERS THAT JUMPED OUT YESTERDAY? I'M LOOKING AT THE DATA NOW.

YES. IT'S NOT MAYBE IT IS ON STAFFING.

THEY'RE WONDERING HOW THE BUDGET IMPACTS WILL IMPACT.

STAFFING IS ANOTHER ONE THAT I'VE HEARD.

THANK YOU. ON PAGE 17.

HOW WERE THOSE APPROPRIATION INCREASES DETERMINED? MR. GRADY. THAT'S ALL.

I'M SORRY. SO ARE YOU TALKING LIKE THE 2.3? FROM 2.3 TO 2.5, BETWEEN 24 AND 25 AND THEN 2.5 TO 2 POINT.

THE REALLY THE BIG JUMP BETWEEN THAT IS TWOFOLD.

ONE IS THERE'S AN INCREASE OF ABOUT $60 MILLION IN RECAPTURE BETWEEN 24 AND 25.

AND THEN THERE'S THE FINAL PIECE OF THE INVESTMENTS IN PEOPLE OF ABOUT 60 ANOTHER 60 TO 63 MILLION THAT WAS APPROVED LAST YEAR.

AND THOSE ARE THE TWO LARGE JUMPS BETWEEN 24 AND 25.

SO RECAPTURE IN SALARY.

YES. OKAY. THANK YOU.

I. AND THEN ON PAGE 23, HOW WERE THE ORIGINAL SET OF SCHOOLS DETERMINED? WERE THEY SCHOOLS THAT WERE SMALL BY DESIGN? WERE THEY WERE THEY SMALL BY DESIGN OR WERE AND AND HOW WOULD THAT IMPACT THE FIRST PART OF YOUR QUESTION? YEAH. CAN YOU REPEAT THE FIRST PART OF YOUR QUESTION ON PAGE 23, HOW ARE THESE ORIGINAL SCHOOL SET OF SCHOOLS DETERMINED AND THE THE 2100, YOU KNOW, WERE THEY WERE THEY SMALL BY DESIGN? AND WILL THIS CUT NEGATIVELY IMPACT THEIR ABILITY TO CONTINUE TO OPERATE THEIR DESIGN? I BELIEVE A MAJORITY OF THEM WERE SMALL BY DESIGN.

WHEN YOU TALK ABOUT THE ONES THAT RECEIVE THE $2,100 ADJUSTMENT, WE FEEL LIKE THE FLAT $5,500 ADJUSTMENT IS JUST AN EQUITABLE ADJUSTMENT THAT THAT MAKES SENSE IN TERMS OF REALLY GETTING TO OF COURSE, SUPPORTING THE THE DEFICIT THAT WE WE HAVE IN FRONT OF US.

THANK YOU. AND WE'RE GOING TO GO OUT OF ORDER.

AND BECAUSE TRUSTEE GUIDRY HAS TO LEAVE.

SO SHE HAS ONE QUESTION TO ASK AND GET ALONG WITH YOU.

THANK YOU SO MUCH. TRUSTEE WADE, I APPRECIATE YOUR KINDNESS.

AND I'M GOING TO FOLLOW UP ON THAT SMALL SCHOOL SUBSIDY, THE $1,500 ACROSS THE BOARD.

DO WE KNOW HOW MANY SCHOOLS WILL BE REDUCED FROM THE 2100 TO THE 15? AND AND YEAH, HOW MANY HOW MANY CAMPUSES WILL BE AFFECTED? JIM, BELIEVE THAT NUMBER IS AROUND 34.

WE CAN LOOK THAT UP FOR YOU, BUT IT'S SOMEWHERE IN THE NEIGHBORHOOD OF 34.

WE POSSIBLY HAVE A LIST OF THOSE SCHOOLS.

WE'LL GET TO THAT. APPRECIATE IT.

THANK YOU, TRUSTEE WADE.

THANK YOU FOR THIS PRESENTATION.

I WANT TO START WITH, WE KNOW THAT ONCE WE START SOMETHING, IT'S REALLY HARD TO EXIT A PROGRAM OR AN INCENTIVE OR WHATEVER WE'VE PROPOSED.

SO I HAVE A QUESTION, TWO QUESTIONS REGARDING THAT.

AND ONE OF THEM IS IN YOUR LISTEN AND LEARN SESSIONS THAT YOU HAD WHEN YOU ARRIVED, YOU REQUIRED CERTAIN THINGS OF SCHOOLS.

EACH SCHOOL WOULD HAVE X, Y, AND Z.

SO HOW WILL THAT BE IMPACTED WHEN YOU'RE TRYING TO CUT POLICIES AND DECISION MAKING AT EACH SCHOOL?

[00:55:07]

LIBRARY AND NURSE SOME OF THESE ARE AND WHAT AND CAN YOU DEFINE THAT COUNSELOR ROLE AGAIN PLEASE.

SURE OF COURSE THE THE COUNSELOR ROLE IS IS SOMEONE THAT OF COURSE SUPPORTS STUDENTS ON THE CAMPUS WITH SOCIAL AND EMOTIONAL NEEDS, AS WELL AS SOME OF THE OTHER IMPACTFUL THINGS THAT WE KNOW THAT KIDS HAVE STRUGGLED WITH OVER THE COURSE OF THE COURSE OF TIME.

OF COURSE, THE LIBRARIAN IS THE LIBRARIAN.

WE ALSO ALLOW FOR A MEDIA SPECIALIST AS WELL.

I THINK WE ALL KNOW WHAT A NURSE IS, BUT THERE ARE DIFFERENT TWO DIFFERENT TYPES OF NURSES.

I DON'T REMEMBER THE ACTUAL MR. GRANT SKINNER, THE OTHER WE LPN AND NURSE ASSOCIATE.

OKAY. SO WE ALLOW FOR FOR BOTH OF THOSE.

I GUESS MY QUESTION GOES BACK TO THE COUNSELOR.

I JUST WANT TO CLARIFY WHAT THAT COUNSELOR ROLE IS, THE CERTIFICATION OF THE LEVEL OF THAT COUNSELOR TO JUST CLARIFY MR. GRANT'S GET HER CERTIFICATION ON THE COUNSELORS THAT THAT WERE.

BECOME A SCHOOL COUNSELOR AS HOLDS TEACHER CERTIFICATION AND HAS A CERTAIN LEVEL OF EDUCATION, SPECIFICALLY FOR COUNSELING, I BELIEVE A MASTER'S DEGREE THAT'S WORTH SOCIAL EMOTIONAL COUNSELING, NOT ACADEMIC.

YES, CORRECT. I JUST WANTED TO THANK YOU.

I, I ASKED THIS QUESTION IN LIEU OF THE FACT THAT YOU'RE CUTTING THE WAY, I JUST WANT TO MAKE SURE THAT THAT'S SOMETHING THAT WILL BE.

HOW WILL THAT THOSE ISSUES BE ADDRESSED IN THESE BIG CUTS? BECAUSE EVERY SCHOOL WILL STILL HAVE TO CONTINUE HAVING THESE RESOURCES.

AND HOW IS THAT GOING TO IMPACT THEIR.

DAILY BUDGETS.

THEY'RE THERE.

YEAH. WE FEEL LIKE AT THE END OF THE DAY, THESE ARE IMPORTANT, IMPORTANT ESSENTIALS THAT THAT EVERY SCHOOL SHOULD SHOULD HAVE IN PLACE. AND THAT'S WHY THEY WERE PLACED AS MUST DOS.

AND WHEN WE TALK ABOUT WHAT'S WHAT'S GOOD FOR KIDS, WE FEEL LIKE THESE ARE THINGS THAT ARE NOT ONLY WHAT'S GOOD FOR KIDS, BUT THEY'RE MUST HAVE IN SCHOOLS TO BE ABLE TO SUPPORT THE GOALS.

ARE WE STILL SEEING WHAT ARE THE RESULTS OF THAT? LIKE, WHEN WILL WE KNOW WHAT THE RESULTS OF THOSE INPUTS ARE? I GUESS, SO THAT WE CAN QUANTIFY THE INVESTMENT IN THOSE PROGRAMS. SO WE'RE CONTINUOUSLY LOOKING INTO SOME OF THOSE ALIGN WITH THE GOALS AND RESTRAINT.

SOME OF THOSE LINES WITH THE THE MONITORING THAT THAT WE HAVE THAT WE'RE DOING CONSISTENTLY HERE AT THE DYESS.

BUT WE'LL WE'LL DEFINITELY CONTINUE THAT PROCESS TO ENSURE THAT WE CAN PROVIDE AS MUCH INSIGHT AND DATA ON A CONSISTENT BASIS AS POSSIBLE.

OKAY. THANK YOU. AND THEN MY NEXT QUESTION GOES BACK TO THIS COUNCILOR.

SO WHAT LEVEL OF DEGREE WE WERE ASKED ABOUT THE THERAPEUTIC COUNSELOR, AND I WANTED TO CLARIFY THAT THE COUNSELORS ARE FOR SOCIAL EMOTIONAL, BUT THEY MAY NOT BE NECESSARILY THERAPEUTIC IN THEIR ROLE. SO WE HAVE DIFFERENT LEVELS OF SUPPORT THAT SOMETIMES IF THE THERAPY IS BEYOND THE SUPPORT LEVEL AT THE SCHOOL, SOMETIMES IT'S REFERRED OUT TO SUPPORT ORGANIZATIONS THAT HAVE A MORE INTENSE ABILITY TO BE ABLE TO SUPPORT FAMILIES AS WELL.

SO IT JUST REALLY DEPENDS.

EVEN OUR WRAPAROUND SPECIALISTS ARE ABLE TO CONNECT FAMILIES TO TO TO SOME OF THOSE SERVICES AS WELL.

AND I ASKED THAT REALLY QUICKLY BACK TO THE BUDGET IS BECAUSE I WANT TO MAKE SURE THAT.

OUR BUDGET ALIGNMENTS PER SCHOOL IF THEY'RE GOING TO BE EQUALIZED THROUGH THIS.

PLAN THAT THEY ARE AND OF COURSE NOT COST TO THAT SCHOOL.

OUR SCHOOL COUNSELORS DO BOTH.

QUITE FRANKLY, THEY FOCUS ON THE THE ACADEMIC COUNSELING THAT WE KNOW AND EXPECT OUR STUDENTS TO HAVE.

AND THEY DO SOME OF THE SOCIAL AND EMOTIONAL AS WELL.

SO IT'S IT'S A DUAL DUAL ROLE AND DUAL RESPONSIBILITIES THAT THIS PARTICULAR ROLE HAS.

OKAY. I HAVE MORE QUESTIONS NEXT ROUND.

THANK YOU. TRUSTEE, ALAN.

[01:00:07]

ONE THING THAT I DID WANT TO NOTE IS BECAUSE THIS LEGISLATIVE SESSION IS IN RIGHT NOW AND THE BILLS THAT THEY MAKE WOULD TAKE PLACE SEPTEMBER 1ST.

SO WHEN WE ARE FORECASTING, DO WE HAVE AN ALTERNATIVE AS THEN WE KNOW WHAT THE STATE OF THE STATE, THE GOVERNOR IS GOING TO SHIRTTAIL, THAT HE IS FAVORING VOUCHERS SO THAT IF WE HAVE WE DO WE HAVE A PLAN THAT IF THESE VOUCHERS GO INTO EFFECT AND, YOU KNOW, WE ARE LOW INCOME DISTRICT, THAT IF THE THE PARENTS GET THE VOUCHERS AND JUST LIKE WHEN THEY DID WITH CHARTER SCHOOLS, THEY JUST GOT ALL OF THESE PROMISES.

SO IF THEY GET THE LIKE $10,000 VOUCHER, THEY GO TO A PRIVATE OR PAROCHIAL SCHOOL.

AND THEN AFTER THE SNAPSHOT DATE, THAT $10,000 RUNS OUT AND THEY DON'T HAVE THE MONEY TO PAY THE REST OF THE BILL, BECAUSE THIS DID HAPPEN ONE TIME BEFORE, MAYBE ABOUT TEN YEARS AGO.

WHAT DO WE DO? WE HAVE ANY PLANS OF WHAT WE'LL DO WHEN THOSE KIDS GET KICKED BACK TO THE PUBLIC SCHOOL AND WE DON'T HAVE THE FUNDING BECAUSE IT'S STAYED WITH THAT VOUCHER.

AND THEN ON THE OTHER SIDE OF THAT, IF DO WE HAVE PLANS TO TRY TO RECRUIT SMALLER DISTRICTS BECAUSE WE HAVE THE TOP DISTRICTS, SOME OF THE TOP SCHOOLS IN THE STATE, TOP SCHOOLS IN THE CITY, DO WE HAVE ANY PLANS OF ALLOWING PEOPLE FROM OUTSIDE DISTRICTS TO COME IN AND BRING THEIR VOUCHERS INTO OUR DISTRICT? SO THERE'S LIKE A DOUBLE EDGED SWORD.

AND I KNOW HE SAID WITH THIS FORECAST, IT WAS GOING TO HOLD ENROLLMENT FLAT, BUT THAT'S JUST NOT REALITY.

IF AND USUALLY THE GOVERNOR GETS WHAT HE WANTS WITH HIS FAVORITE BILLS.

SO THESE RECOMMENDATIONS ARE NOT REFLECTIVE OF ANY PROPOSED LEGISLATION, WHETHER IT BE THE VOUCHER LEGISLATION OR ANYTHING ELSE.

I'M SORRY. I DIDN'T MEAN TO INTERRUPT.

BUT ALSO, HOW WOULD THAT AFFECT OUR WORK? NO, THE MONEY WHERE WE HAVE TO GIVE BACK BECAUSE WE ARE STILL RICH.

RECAPTURE. JEFFREY.

GIVE IT A MOMENT. SO OF COURSE, ANY LOSS OF STUDENTS WILL JUST INCREASE OUR RECAPTURE PAYMENT.

SO IF IF WE LOSE THE STUDENTS, THEN OUR RECAPTURE PAYMENT WILL GO UP.

WE PASSED THAT PLATE, BOUNCED BACK TO US.

THE RECAPTURE GOES DOWN.

SO IF WE GET STUDENTS THAT RETURN TO US, THEN OF COURSE OUR RECAPTURE GOES DOWN AND WE HAVE ADDITIONAL FUNDING.

THANK YOU. YES.

YES. TRUSTEE CREWS.

THANK YOU. OKAY, SO MY QUESTION IS KIND OF ALONG THE SAME VEIN AS TRUSTEE ELLEN, BECAUSE I FEEL LIKE ALL OF THIS FORECASTING IS BASED ON IT'S SAYING ENROLLMENT ASSUMED TO BE FLAT.

OUR ENROLLMENT THIS YEAR WAS DOWN COMPARED TO LAST YEAR.

IS THAT CORRECT? THAT'S CORRECT.

SO WHAT ARE WE WHAT ARE WE BASING THE ENROLLMENT TO BE FLAT ON WHAT DATA WHAT? DEMOGRAPHER CHIEF READ WHERE WE'RE RIGHT NOW NOT MAKING THE ASSUMPTION TRULY THAT WE'RE GOING TO BE FLAT? WE'RE NOT WE'RE NOT DOING THAT.

WHAT WE'RE SAYING IS THAT RIGHT NOW WE'VE LEFT IT FLAT BECAUSE OUR PRINCIPALS RIGHT NOW ARE IN THE MIDDLE OF DOING THEIR PROJECTIONS.

SO ONCE THEY HAVE FINISHED THEIR PROJECTIONS AND WE'VE WE'VE AGREED UPON ALL THAT, THEN WHEN WE COME BACK AT THE NEXT WORKSHOP, WE WILL THEN GIVE YOU A NUMBER THAT SAYS, OKAY, THIS IS WHAT WE ARE NOW BUDGETING FOR, 2324.

WE'RE STARTING HERE BECAUSE WE WANT TO GIVE PRINCIPALS THE OPPORTUNITY TO PROJECT THEIR ENROLLMENTS.

OKAY. THANK YOU. THANK YOU FOR THAT CLARIFICATION.

SO A FOLLOW UP QUESTION TO THE BUDGET WE ADOPTED IN 2022 AND THEN OUR ENROLLMENT IN FALL OF 2022. HOW MUCH WERE WE OFF? LIKE, HOW MUCH DID WE LOSE? BECAUSE OF OUR PROJECTION? WE WERE ABOUT AN ADDITIONAL 4000 STUDENTS DECLINE FROM ADOPTED TO OUR FINAL BUDGET AND IN DOLLAR AMOUNT.

HOW MUCH IS THAT? I CAN GET THAT.

I DON'T HAVE THAT IN FRONT OF ME.

OKAY. THANK YOU.

LOOKING AT SLIDE 19.

SO THIS IS THE SOLUTIONS FOR ADDRESSING THE DEFICIT.

MY QUESTION, MR. HOUSE, IS, ARE YOU ALL OF THESE.

[01:05:04]

THE ONES YOU'RE PROPOSING CURRENTLY ARE ACROSS THE BOARD CUTS.

ARE THERE ANY CUTS THAT ARE NOT ACROSS THE BOARD? IF YOU'RE SAYING THE HIGH SCHOOL ALLOTMENT, EVERYBODY'S GOING TO GET THE SAME OR THE CUT TO TRY TO REMEMBER OFF THE TOP OF MY HEAD THE OTHER CUTS, THE CUT TO THE SMALL SCHOOL SUBSIDY.

RIGHT. IT'S LIKE EVERYTHING'S ACROSS THE BOARD, I GUESS.

HELP ME UNDERSTAND YOUR RATIONALE FOR ACROSS THE BOARD CUTS AS OPPOSED TO ON A CASE LOOKING AT INDIVIDUAL SCHOOLS AND THEIR NEEDS.

SO WE LOOKED AT IT.

WE RAN SEVERAL DIFFERENT DIFFERENT MODELS, QUITE FRANKLY.

WE LOOKED AT PARTICULAR PERCENTAGES OF SCHOOLS.

WE LOOKED AT THRESHOLDS THAT COULD PULL PULL SCHOOLS COMPLETELY OFF THE SMALL SCHOOL SUBSIDY.

BUT WE JUST FELT LIKE THAT WE DIDN'T WANT TO COMPLETELY RIP THE BAND-AID OFF.

AND I THINK THAT'S THE APPROACH THAT WE REALLY WANTED TO THINK THROUGH AND THINK ABOUT.

AND THE REDUCTION IN THE THE NUMBER FELT LIKE WE WEREN'T RIPPING THE BAND-AID OFF AND IT WOULD ALLOW FOR SOME CONTINUED FUNDING, BUT WOULD ALSO ALLOW FOR A STEP IN THE RIGHT DIRECTION IN TERMS OF THIS DEFICIT.

SO LOOKING AT SLIDE 25.

AGAIN. SO THE SAME KIND OF LIKE SO THINKING ABOUT THE REVENUES, THE GOLDEN PENNIES.

THAT'S SOMETHING THAT YOU THAT EACH YEAR CHIEF READ.

RIGHT NOW IN OUR TAX RATE, WE HAVE FIVE GOLDEN PENNIES.

SO WE GENERATE ADDITIONAL STATE REVENUE FOR THOSE FOR THOSE GOLDEN PENNIES.

WE'RE JUST MAKING AN ASSUMPTION HERE THAT WHAT'S IN HOUSE BILL ONE, IN SENATE BILL ONE RIGHT NOW, WE'LL GET PASSED.

SO WE'RE GOING AHEAD AND RECOGNIZE AN ADDITIONAL 30 MILLION.

TRUSTEE BLUEFORD-DANIELS.

THIS IS STILL A FIRST DOWN, SO.

THANK YOU. IN OUR COMMUNITY ENGAGEMENT MEETINGS, WE HEARD CONCERNS FROM PARENTS AND PARTICIPANTS ABOUT TRANSPORTATION AND TRANSPORTATION BEING ONE OF THE CAUSES THAT SOME OF THE PARENTS IN THE COMMUNITY WERE CHOOSING TO SEND THEIR KIDS TO CHARTER SCHOOLS. AND SO WITH THAT BEING SAID, HOW WILL THE TRANSPORTATION CUTS, HOW WILL IT BE AFFECTED WITH THIS PRESENTATION? WITH THESE CUTS SPECIFICALLY CHOSE TO TO HOLD OUR OPERATIONS DEPARTMENT HARMLESS.

GIVEN SOME OF THESE KINDS OF CONCERNS.

I THINK ALL OF US KNOW THAT THERE HAVE BEEN ALSO ISSUES WITH THE, YOU KNOW, THE MAINTENANCE, THE UPKEEP.

WE KNOW THAT THERE'S A MAJOR NEED FOR OUR FACILITIES IN TERMS OF FINANCIAL SUPPORT.

SO THERE ARE TWO DEPARTMENTS THAT WE CHOSE TO TO HOLD HARMLESS DURING THIS PARTICULAR TIME, AND THAT'S OUR TECHNOLOGY DEPARTMENT FOR SECURITY REASONS AS WELL AS OUR OPERATIONS DEPARTMENT AS WELL.

AND THAT MAKES SENSE. THANK YOU FOR THAT.

AND ALSO, YOU KNOW, AS I EXPRESSED TO YOU WITH OUR CONVERSATION, I HAVE REAL CONCERNS WITH THE SMALL SCHOOL CUTS, SUBSIDIES, AND OBVIOUSLY BECAUSE OF THE FACT THAT SO MANY THAT THRESHOLD IS UNDER 500 OR 300, IT DEPENDS ON WHETHER IT'S ELEMENTARY.

ELEMENTARY IS UNDER 500.

750, I THINK, FOR MIDDLE SCHOOL.

AND IS 1000 FOR HIGH SCHOOL.

YES. OKAY.

I'M SPEAKING SPECIFICALLY THEN FOR ELEMENTARY, BECAUSE THAT'S OUR FUNDAMENTAL DIRECTIONAL INTO MIDDLE SCHOOL AND HIGH SCHOOL WITH OUR CHILDREN KEEPING THE CHILDREN IN OUR COMMUNITY.

SCHOOLS ARE IN SCHOOLS, PERIOD.

AND SO WE WANT TO CONTINUE TO BE ABLE TO RECEIVE THOSE DOLLARS ASSOCIATED WITH THOSE CHILDREN.

AGAIN, MY CONCERN IS THAT THERE ARE SO MANY THAT ARE LESS THAN THE 300 THRESHOLD.

SO THAT WOULD BE THE SMALL, SMALL SCHOOLS, RIGHT? LESS THAN 300.

OKAY, JIM.

SO SO WHEN WE TALK ABOUT THE SMALL SCHOOL SUBSIDY, THAT MIGHT HELP THAT I JUST TAKE A STEP BACK.

WE'RE TALKING ABOUT 140 830 SCHOOLS WITHIN THE DISTRICT, ABOUT 40% OF THEM.

RIGHT. AND SO AND AS THE SUPERINTENDENT MENTIONED, THERE WAS THE 507 50 AND 1000.

IF YOU'RE BELOW IF YOU ARE BELOW 300 STUDENTS, YOU GET $4,500 PER STUDENT.

[01:10:07]

SO THE LARGEST OF THE SMALL SCHOOLS WE'RE RECEIVING WILL BE GETTING LESS THE SMALL OF THE SMALL SCHOOLS.

THERE'S NO CHANGE IN THAT CLARITY BECAUSE AGAIN, MY CONCERN HAS ALWAYS BEEN AND STILL IS, WE'RE TRYING TO GET KIDS TO REMAIN IN OUR DISTRICT, ON OUR CAMPUSES, AND WE DON'T WANT TRANSPORTATION TO BE AFFECTED WITH THEM NOT BEING ABLE TO GET TO THESE CAMPUSES AND THE FACT THAT THEY'RE LOSING DOLLARS ON THESE CAMPUSES AND CAN'T CONTINUE TO SUPPORT THEM.

SO THANK YOU FOR THAT. ALL RIGHT.

SO ALONG THE LINES OF SMALL SCHOOL SUBSIDIES, I'M A LITTLE BIT CONFUSED BECAUSE YOU JUST SAID THAT THERE'S 140 SCHOOLS THAT ARE PART ABOUT THAT ARE PART OF SMART SMALL SCHOOL SUBSIDIES.

BUT EARLIER, YOU MENTIONED 34 SCHOOLS.

SO. CAN YOU EXPAND ON WHAT THE DIFFERENCE IS BETWEEN THOSE? I WAS. I GOT CONFUSED BETWEEN THE HIGH SCHOOL A LOT IS THE 34.

IT'S THE SMALL SCHOOL SUBSIDY.

THAT IS, THERE'S 140 TOTAL THAT GET AT APPROXIMATELY.

THIS IMPACT WOULD BE PROBABLY THE MAJORITY OF THOSE.

THE IMPACT MOVING FROM 2100 TO 1500.

YOU HAVE A LOT MORE LARGE, SMALL SCHOOLS THAN YOU DO SMALL, SMALL SCHOOLS.

IS A THRESHOLD CHANGING FOR MIDDLE SCHOOLS OR HIGH SCHOOLS? THE THRESHOLD REMAINS THE 507 50 AND 1000.

THIS IS THAT. THIS IS THAT PIECE OF THE IF YOU'RE OVER 300 OR UNDER, 300, IF YOU'RE UNDER 302,500, IF YOU'RE OVER 300, IT'S 2100.

THAT'S ELEMENTARY SCHOOLS. YEAH AND THAT'S THAT'S ELEMENTARY THAT THAT CAP OF 21,500 APPLIES TO ALL SCHOOLS ALL SCHOOL TYPES.

OKAY. YEAH.

WHAT ARE THE IMPLICATIONS OF PUTTING ALL OF THE HIGH SCHOOL ALLOTMENT? DR. WATTS, YOU WANT TO SHARE SOME OF THE INPUT I THINK YOU WERE IN WITH WITH HIGH SCHOOL PRINCIPALS? YES. SO YOUR QUESTION WAS, WHAT ARE THE IMPLICATIONS FOR CUTTING ALL OF THE THE HIGH SCHOOL ALLOCATION? IT WOULD BE A BIGGER FINANCIAL IMPLICATION FOR SCHOOLS TO ABSORB.

SO WE WE ARE LOOKING AT CAPPING THE HIGH SCHOOL ALLOCATION AT 5% TO MINIMIZE THE IMPACT TO THE SCHOOLS SO THAT THEY CAN HAVE A TRANSITION, A TIME TO ACCLIMATE, IF WE COULD AT ALL.

OBVIOUSLY, IT WILL BE A IT WILL SUPPORT THE THE BUDGET DEFICIT MORE, BUT IT WILL HAVE A GREATER IMPACT ON STUDENTS.

AND WHEN WE WHEN WE NEXT YEAR, WHEN WE RAN THE NUMBERS, THERE WERE SCENARIOS THAT SMALL SCHOOL SUBSIDY, HIGH SCHOOL ALLOTMENT WHERE SCHOOLS DID TAKE A SIGNIFICANT, SIGNIFICANT HIT, YOU KNOW, SOME UP TO 10%.

BUT THAT'S WHY WE DECIDED TO COME IN WITH A CAP TO ENSURE THAT NO ONE SAW BEYOND THE 5%.

IS THE PLAN TO GET RID OF THE HIGH SCHOOL ALLOTMENT IN THE FUTURE WITH THE WITH THE FUNDS NOT COMING IN LIKE THEY USED TO FROM FROM THE STATE FOR AT LEAST FOR THIS YEAR.

THAT WILL BE THE CASE AND VERY WELL COULD BE THE CASE MOVING FORWARD.

OF COURSE, WE KNOW WE HAVE A CONTINUED DEFICIT IN FRONT OF US, SO THEY'LL NEED TO BE ADDITIONAL INVESTMENTS ON TOP OF WHAT WE'RE DOING RIGHT NOW.

I KNOW THAT WAS NOT MY 2 MINUTES.

HOW LONG HAS T H HASTY CONTINUED THIS PRACTICE WITHOUT T REQUIRING IT? IT'S BEEN TWO YEARS OR.

YEAH. YEAH. 20. YEAH. SO IT WAS A FEW THOUSAND POINT.

OKAY. WE WILL BEGIN OUR SECOND ROUND.

NO, I'M STILL IN THE FIRST ROUND.

OKAY, GO AHEAD. OKAY.

THANK YOU VERY MUCH. SUPER.

TAYLOR, LET ME JUST THANK YOU, DR.

CRUZ AND CHIEF PAUL, FOR HAVING A ONE ON ONE WITH US.

PERSONALLY, THEY GAVE ME GREATER UNDERSTANDING TO THIS PROCESS BEFORE TODAY.

MY QUESTION I HAD LEFT WAS, HOW WILL THE OVERALL BUDGET DEFICITS SLASH PROJECTION IMPACT YOUR FIVE YEAR STRATEGIC PROGRAM? OF COURSE, AS CHIEF WATTS INDICATED EARLIER, THERE'LL BE MORE SCHOOLS THAT WILL BE ABSORBING DIFFERENT

[01:15:02]

BUT THE GOAL IS TO CONTINUE FORWARD WITH WITH THE STRATEGIC PLAN, CONTINUE FORWARD WITH THE GROWTH THAT WE KNOW SCHOOLS NEED TO SEE.

SO WE'RE NOT WE'RE NOT FOCUSED ON WHAT WE CAN'T DO.

WE'RE FOCUSED ON WHAT WE CAN DO MOVING FORWARD.

SO, YES, WE'RE THIS IS A DOUBLE EDGED SWORD BECAUSE WE'RE WORKING ON A DEFICIT WHILE CONTINUING TO ENSURE THAT KIDS HAVE THE BEST EDUCATIONAL EXPERIENCE TOWARDS COLLEGE AND CAREER READINESS.

BUT WE HAVE TO YOU KNOW, WE HAVE TO CONTINUE PLOWING FORWARD WITH WITH THE STRATEGIC PLAN.

AND THAT'S WHAT WE PLAN ON DOING.

AND ALSO, HOW AGGRESSIVE ARE YOU IN GOING OUT TO TRY AND RECOVER THE 13,000 STUDENTS THAT WERE LOST? SCHOOLS ARE WORKING, WORKING HARD.

I KNOW WE'VE WE'VE SEEN IN SOME INSTANCES WHERE SCHOOLS HAVE CAPPED CAPPED THEIR ENROLLMENT.

WE TRULY BELIEVE, OF COURSE, WITH THE ADA HOLD HARMLESS THAT THIS IS AN INCENTIVE TO TO REALLY BRING AS MANY KIDS BACK AS AS POSSIBLE.

SO THERE'S BEEN A LOT OF WORK EVEN BEFORE THIS RECOMMENDATION THAT THAT SCHOOLS ARE DOING.

WE KNOW THAT OUR ENGAGEMENT OFFICE IS WORKING CLOSELY IN TERMS OF MARKETING PACKETS WITH SCHOOLS AS WELL.

WE'LL CONTINUE THAT WORK TO ENSURE THAT THE EASE OF BEING ABLE TO HAVE WHAT'S NECESSARY TO TO ADVERTISE ALL THE GREAT THINGS THAT ARE HAPPENING IN SCHOOLS AND HAPPENING IN THE DISTRICT CONTINUES ALSO.

AND MY THIRD AND FINAL QUESTION IS WITH HAVING ADDITIONAL CUTS TO CENTRAL OFFICE, WILL THAT AFFECT THE OPERATIONS HERE AT HATTIE MAE? IT SEEMS LIKE ANY MORE CUTS TO CENTRAL OFFICE, MORE CUTS.

THIS BUILDING WILL BE EMPTY, HUH? PROBABLY. IT DEFINITELY COULD HAVE HAVE EFFECTS IN REFERENCE TO POSITIONS, BUT UNFORTUNATELY THAT IS PART OF THE PROCESS.

THANK YOU. I'M GOING TO CONTINUE WITH MY TIME.

THE LITTLE TIMER THREW ME OFF.

ARE THERE ANY OTHER FINANCIAL INCENTIVES TO SCHOOLS THAT TO BEGAN BUT HAS NOW ENDED? HHS IS STILL CONTINUING.

LIKE THE HIGH SCHOOL ALLOTMENT TO BEGAN IT DISCONTINUED IT.

IS THERE ANYTHING ELSE LIKE THAT THAT USED IS CONTINUING.

CHIEF REID ANY. NOT NOT THAT I'M AWARE OF.

DAY 88 OF THE ADA HOLD HARMLESS.

WELL, THE HOLD HARMLESS IS RIGHT. YEAH.

THOSE ARE THE ONLY TWO. YES.

WELL, ANY CRITICAL SHORTAGE STIPENDS BE REMOVED? CHIEF REID. NOT THAT I'M AWARE OF.

OKAY. CHIEF BRANDT'S GOING TO.

WE HAVE CRITICAL SHORTAGE STIPENDS IN OUR COMPENSATION MANUAL, AND THIS YEAR WE INCREASE THEM WITH THE USE OF ASR FUNDS.

THAT WAS A ONE TIME INCREASE FOR THIS YEAR, SO THEY WILL NOT CONTINUE AT THE CURRENT RATE, BUT THEY WILL CONTINUE AS THEY HAVE CONTINUED AS THEY'VE BEEN IN PLACE IN PAST YEARS. SO THEY'RE GOING TO GO BACK TO THE PRE COVID AMOUNT.

OKAY. ARE ANY OF THE WRAPAROUND SPECIALISTS BUDGET GOING TO BE AFFECTED? DR. CASTILLO. DR.

CASTILLO, WOULD YOU LIKE TO SHARE ANY IMPACTS FROM THE INSTRUCTION IN? THERE'S DR. BYRD AS WELL, BUT.

THERE WAS AN EXPECTATION AS SHE'S MAKING HER WAY UP, THAT ON THE INSTRUCTION SIDE OF THE HOUSE FROM DR.

BIRD THAT THERE WAS A PERCENTAGE LARGE CHUNK FROM FROM THE CENTRAL OFFICE REDUCTION THAT THAT THEY WERE RESPONSIBLE FOR.

YOUR NUMBER WAS WHAT DR.

BIRD THE DAUGHTER THIS YEAR, 14.9 MILLION LAST YEAR, 23.

AND SPECIFICALLY IN REFERENCE TO DR.

CASTILLO AND YOUR DEPARTMENT, WHAT WHAT DID IT MEAN FOR OUR WRAP AROUND SPECIALIST? WE WILL CONTINUE WITH WHAT WE CURRENTLY HAVE IN PLACE.

SO PLANNING FOR HAVE ONE REFERENCE SPECIALIST IN EVERY CAMPUSES AND HIGH SCHOOLS THAT ARE CURRENTLY HAVE TO WRAP AROUND SPECIALIST OR CONTINUE TO HAVE THOSE TO WRAP AROUND SPECIALTY.

SO NO CHANGES AT THIS TIME.

I THINK PART OF THE SLIDE, THERE'S PART OF IT THAT'S NON WEIGHTED.

CAN YOU JUST EXPLAIN THAT A LITTLE BIT FURTHER FOR ME?

[01:20:01]

SO I DIDN'T DO A VERY GOOD JOB OF EXPLAINING BEFORE, CLEARLY.

SO THE, THE WEIGHTED SIDE IS THAT'S WHERE YOU HAVE LIKE THE GIFTED AND TALENTED SPECIAL EDUCATION UNITS THAT GET CALCULATED, THE NON WEIGHTED I THINK OF MORE OF LIKE NOT SPECIFIC TIED TO STUDENTS PER SE, BUT TIED TO IN THE CASE OF SMALL SCHOOL SUBSIDY.

RIGHT. THE POPULATION THE THE ENROLLMENT OF A PARTICULAR SCHOOL HIGH SCHOOL ALLOTMENT YOU GET THAT NOT BECAUSE OF ANY SPECIAL CIRCUMSTANCE.

IT'S BECAUSE OTHER THAN YOUR HIGH SCHOOL AND IT'S JUST A FLAT AMOUNT GIVEN TO HIGH SCHOOL IN THE CASE OF A HIGH SCHOOL ALLOTMENT, AS OPPOSED TO THE NUMBER OF SPECIAL ED CHILDREN IN A HIGH SCHOOL.

THAT WEIGHT THAT GETS WEIGHTED IN THAT THAT THAT OTHER RIGHT PORTION, DOES THAT HELP KIND OF YEAH SUBMIT SOME QUESTIONS.

AND MY LAST QUESTION IS, I KNOW, MR. HAMMOND, YOU SAY YOU DON'T WANT TO RIP OFF THE BAND-AID.

HOW DOES ANOTHER YEAR OF INEQUITABLE FUNDING? MORE FUNDING TO HIGH SCHOOLS OR MORE FUNDING TO.

SOME SCHOOLS THAT THE DISTRICT REDUCED REDUCED FUNDING.

AS WE LOOK AT THE HIGH SCHOOL ALIGNMENT AND CUTTING IT IN HALF, OF COURSE, SMALL SCHOOL SUBSIDY MAKING THE MODIFICATION FROM 2100 TO 1500.

WE AGAIN RAN THE MODELS OF SEVERAL DIFFERENT INSTANCES.

IF WE WERE TO COMPLETELY CUT THE HIGH SCHOOL ALLOTMENT, COMPLETELY CUT HIGH SCHOOL OR SMALL SCHOOL SUBSIDY.

I THINK IN MY OPINION, MORE DAMAGE WOULD HAVE BEEN DONE BY COMPLETELY RIPPING THOSE PIECES OF FUNDING.

YES, THE DEFICIT WOULD HAVE BEEN SIGNIFICANTLY LESS.

BUT I THINK WE HAVE TO THINK ABOUT WHAT IT MEANS IN TERMS OF OUR STUDENTS AS WELL.

WE'RE TRYING TO DO THIS INCREMENTALLY OVER THE COURSE OF THE NUMBER OF YEARS THAT WILL WILL GET US TO AN EQUALIZED PLACE IN REFERENCE TO THIS DEFICIT. BUT WE JUST DIDN'T FEEL SECURE ABOUT ZEROING OUT THESE THESE PIECES OF FUNDING.

SO THIS EXTRA FUNDING WOULDN'T BE ABLE TO USE BE USED FOR OTHER ACADEMIC THINGS OR WOULD ONLY BE USED TO LOWER THE DEFICIT.

CORRECT? THAT'S THE IDEA IN THESE DECISIONS.

OK ANYONE IN THE QUEUE FOR ROUND TWO? TRUSTEE CRUZ I'LL DO TRUSTEE WEIGHT AFTER AND TRUSTEES STAGGERED.

SHE MIGHT HAVE A BIG.

OKAY. SO MY QUESTION IS ON REVENUES.

WE TALKED ABOUT TREE AS A POSSIBILITY.

THE GOLDEN PENNY.

WHAT OTHER REVENUE STREAMS HAVE WE LOOKED AT? CHIEF JIM.

STRATIFICATION ELECTION FOR GOLDEN FOR GOLDEN PENNIES IS REALLY THE MAIN WAY THAT WE CAN ACTUALLY GENERATE OTHER THAN GETTING ADDITIONAL STUDENTS IN THE DISTRICT.

OKAY. AND THEN IN TERMS OF.

ANY STATE FUNDING THAT WE CAN POTENTIALLY COME IN, POTENTIALLY TAP INTO.

WE CHIEF REED AND I HAVE TALKED ABOUT THAT RIGHT NOW.

THOSE ARE ONLY ASSUMPTIONS.

I THINK AS WE GET DEEPER INTO THE LEGISLATIVE SESSION, YOU KNOW, WE MAY HAVE A BETTER IDEA OF WHAT KIND OF MOMENTUM COULD COME.

BUT IT'S IT'S JUST RIGHT NOW AN ASSUMPTION.

WE JUST WE JUST DON'T KNOW.

NOW, WE DO KNOW THAT, YOU KNOW, THIS THIS 88TH LEGISLATIVE SESSION FINANCIALLY IS ONE OF THE HEAVIEST SESSIONS THAT WE'VE SEEN IN QUITE SOME TIME.

SO THERE IS SOME POSSIBILITY OUT THERE.

BUT THE ASSUMPTIONS RIGHT NOW ARE JUST ASSUMPTIONS.

AND UNTIL WE GET CLOSER TO THE TIME PERIOD OF HAVING A CONCRETE IDEA OF WHAT OTHER REVENUES MAY COME TO DISTRICTS ACROSS THE STATE, WE.

I GUESS WHAT I'M REFERRING TO IS EXISTING STATE MONIES THAT WE CAN TAP INTO.

I MIGHT BE ABLE TO ADD A LITTLE BIT MORE COLOR TO THIS WITH THE WORK THAT WE'RE DOING RIGHT NOW AROUND THE SWIMMING POOL.

THERE ARE THERE ARE FUNDING, RESOURCE FUNDING AND RESOURCES AND SUPPORT TIED TO EACH OF THE POTENTIAL SCHOOL ACTIONS WE COULD TAKE.

SO THERE'S AN ACTION AROUND REDESIGNING SCHOOL AND ACTION AROUND RESTARTING A SCHOOL, CREATING A NEW SCHOOL, CLOSING A SCHOOL AND REASSIGNING STUDENTS TO SCHOOLS.

[01:25:04]

THAT'S NOT TO SAY WE'VE LANDED ON ANY OF THOSE, BUT AS WE DO THAT WORK, THERE ARE PLANNING AND IMPLEMENTATION GRANTS ASSOCIATED WITH EACH OF THOSE SCHOOL ACTIONS. SO I DON'T KNOW IF THAT'S KIND OF WHAT YOU'RE REFERRING TO.

THAT'S PART OF IT. SO LIKE, HOW MUCH HOW MUCH IS WHAT WOULD THAT GRANT BE? IT DEPENDS ON THE PARTICULAR ACTION YOU TAKE.

SO EACH ONE OF THOSE HAS A DOLLAR AMOUNT ASIDE ASSIGNED FOR PLANNING.

LIKE A PLANNING YEAR.

AND THEN THERE IS A DOLLAR AMOUNT SIGNED ASSIGNED TO IMPLEMENTATION YEAR.

CURRENTLY OUR THREE ACE SCHOOLS ARE A PART OF OUR NETWORK AND THOSE SCHOOLS ARE WE ARE RECEIVING SUPPORT FROM THE STATE IN ORDER TO IMPLEMENT ACE IN THOSE SCHOOLS THIS YEAR.

AND I CAN GET YOU THE SPECIFIC DOLLAR AMOUNT IF YOU'D LIKE THAT.

YEAH, THAT'D BE GREAT. THERE ALSO ON THE INSTRUCTION SIDE, I, DR.

BYRD AND I DISCUSSED THIS WEEK SOME ADDITIONAL FUNDING THAT WE'VE BEEN APPROVED FOR.

OR DO YOU WANT TO SHARE SOME ADDITIONAL INSIGHT AROUND THAT FUNDING? YES. SO THERE WILL BE WE'LL GET THE OFFICIAL NOTICE NEXT WEEK, BUT WE HAVE WILL GET SOME SUPPORT FOR INSTRUCTIONAL MATERIALS COMING THROUGH.

IF I AND THERE'S ALSO THE ADAPTIVE BIRD.

HAVE BEEN WORKING ON MORE INCENTIVE WITH THE STATE AND THOSE FUNDS ARE REINVESTED IN THE WORK SO THEY PARTIALLY OFFSET SOME OF THE COSTS ASSOCIATED WITH THAT AND BRING ADDITIONAL RETURN. AND HOW MUCH COULD WE POTENTIALLY.

IT'S ABOUT LAST TIME IT WAS ABOUT 6.5 MILLION, I BELIEVE.

SO WITH THAT IS GOES BACK INTO THE SYSTEM TO FUND THAT WORK.

HAVE YOU ANALYZED HOW MUCH YOU COULD POTENTIALLY EARN WITH STUDENTS THAT ARE WITHIN JUST A FEW POINTS OF ANY CRITERIA? I KNOW MR. JOHNSON HAS LOOKED AT DIFFERENT SCENARIOS, BUT THERE ARE A LOT OF ASSUMPTIONS THERE AS WELL.

WE CAN GET THAT DATA TO YOU. ALSO JUST WANT TO ADD THAT WHILE THESE ARE ADDITIONAL REVENUES, THESE ARE NOT ITEMS OR NOT REVENUES THAT WILL ADDRESS THE DEFICIT.

SO I DON'T WANT US TO LOSE LOSE SIGHT OF OF THE DEFICIT AS WELL.

IT'S GREAT TO HAVE THESE ADDITIONAL REVENUES FOR THE SPECIFICITY AND WHAT THEY'RE EARMARKED FOR, BUT THEY DON'T THEY DON'T SUPPORT THE STRUCTURAL DEFICIT.

GOOD POINT. BUT WE DEFINITELY NEED TO LOOK AT SEE WHERE WE CAN GET MORE MONEY TO SUSTAIN THE EDUCATION OF OUR STUDENTS.

RIGHT. AND JUST WITH THAT, YOU KNOW, LOOKING AT PREVIOUS CONVERSATIONS WE'VE HAD AROUND, I BRING UP CMR A LOT AND 1% OF OUR BUDGET IS ALLOCATED TO THAT.

AND WE COULD INCREASE THAT WITH WITH MORE REVENUE FROM THE STATE.

SO. AND THAT IS ONE OF THE PRIORITIES OF THE BOARD.

THANK YOU. TRUSTEE WADE.

SO I'M GOING TO GO BACK TO A CONVERSATION ABOUT STARTING PROGRAMS. SO PRE-K, I WANT TO DISCUSS THAT SO WE KNOW THAT WE'RE TRYING TO INCREASE OUR PRE-K ENROLLMENT AND WE'RE TRYING TO START OR WE STARTED NEW PRE-K PROGRAMS. AND I'VE BEEN ASKING FOR THE DATA ON THE ENROLLMENT IN PRE-K AND STILL HAVE NOT RECEIVED THAT.

AND MY CURIOSITY GOES TO STARTING A PROGRAM THAT IMPACTS OUR BUDGET, BECAUSE ONCE WE START THE PROGRAM, HOW DOES THAT FEED INTO THIS BUDGET DEFICIT GOING FORWARD? SO THE CURRENT ENROLLMENT OF PRE-K ACROSS THE CITY IS ACROSS THE DISTRICT IS 12,000, GIVE OR TAKE A FEW 12,000 STUDENTS.

AND THEN WE'RE LOOKING THIS YEAR WE INCREASED 24 CLASSROOMS AND THE NEXT YEAR WE'RE LOOKING TO ADD AN ADDITIONAL ABOUT THE SAME 20 TO 24 CLASSROOMS IN HIGH NEED AREAS.

SO THERE'S FUNDING ASSOCIATED WITH WHEN WE OPEN THOSE CLASSROOMS, THERE IS FUNDING FROM THE STATE ASSOCIATED WITH THAT THAT CHIEF READ.

HOW LONG WAS THAT FUNDING? HOW LONG ARE WE GUARANTEED THAT FUNDING? SO ON PRE-K, JUST A REMINDER, WE GET FUNDED AT EVEN THOUGH WE HAVE A FULL DAY PROGRAM, WE ONLY GET HALF DAY FUNDING FROM THE STATE.

RIGHT. BUT WE'VE ALWAYS BEEN FUNDED THAT WAY.

SO I DON'T ANTICIPATE THEM NOT FUNDING PRE-K GOING FORWARD.

THEY'RE JUST NOT FUNDING IT AT 100%.

BUT THAT GOES TO THE FACT THAT WE'RE GOING TO BE OFFERING ALL DAY AND HOW THE MORE SCHOOLS WE OPEN, THE MORE PROGRAMS WE OPEN, AND THAT'S A FEEDER INTO THE SCHOOL. BUT.

AT WHAT EXPENSE DOES THAT COST US TO KEEP GROWING THAT PROGRAM? THERE'S DEFINITELY A FINANCIAL OFFSET THAT'S GOING TO HAPPEN.

THE MORE WE OPEN. SO FRANKLY, GETTING GETTING KIDS IN HERE AT PRE-K IS WHAT WE NEED TO DO AS A DISTRICT.

[01:30:03]

SO I THINK IT'S A GOOD INVESTMENT TO DO SO.

I JUST WANT TO MAKE SURE THAT WE ARE STARTING SOMETHING THAT WE CAN CONTINUE.

AND SO THEN I WANT TO GO BACK TO THE MAGNET FUNDING.

WHY WAS MAGNET FUNDING LIKE ON PAGE 11? SO YOU GO TO SMALL SCHOOL SUBSIDY AND THEN SECOND IS MAGNET FUNDING.

SO AND WE IMMEDIATELY JUMP TO THE HIGH SCHOOL ALLOTMENT.

WHAT KEEPS YOU FROM ADDRESSING THE MAGNET FUNDING? SUPERINTENDENT OR ANYONE ANYWHERE? SO WE DEFINITELY LOOKED AT ALL OF OUR DIFFERENT OPTIONS.

AND DR.

WATTS, YOU DON'T MIND SHARING SOME SOME INSIGHT HERE? SO A COUPLE OF THINGS HAVE BEEN HAPPENING THIS YEAR.

WE HAVE DEFINITELY BEEN LOOKING AT MAGNET FUNDING, BUT WE ALSO WANTED TO LOOK AT AN EVALUATION FOR OUR MAGNETS SO THAT OBVIOUSLY WE WHEN WE MAKE A DECISION ABOUT MAGNET FUNDING, WE ARE ENSURING THAT OUR MOST SUCCESSFUL AND THRIVING MAGNETS CONTINUE TO BE ABLE TO PROVIDE SERVICE TO STUDENTS AND MAYBE ONES THAT ARE STRUGGLING.

WE LOOK AT DIFFERENT INTERVENTIONS.

SO WE HAVE LOOKED AT MAGNET FUNDING.

IT WILL BE ADDRESSED IN THE UPCOMING YEAR, BUT WE WANTED TO LAY THAT ON TOP OF AN EVALUATION.

AND SO NOW THAT THAT EVALUATION PROCESS IS UNDERWAY, WHAT'S ACTUALLY COMPLETED, WE CAN MAKE GOOD DECISIONS ABOUT HOW WE ADDRESS THE MAGNET FUNDING AND NOT JUST A BLANKET DECISION ACROSS ALL SCHOOLS.

THANK YOU. TRUSTEE DEIGAARD.

THANK YOU. SO I'M REALLY DUMBFOUNDED.

AND THIS IS NOT UNIQUE TO THIS YEAR ABOUT HOW DISASSOCIATED OUR BUDGET CONVERSATIONS ARE FROM STUDENT PERFORMANCE AND STUDENT NEED.

OUR GOAL HERE SHOULD NOT JUST BE A BALANCED BUDGET.

OUR GOAL HERE SHOULD BE LIKE THE BUDGET IS THE STRATEGIC PLAN.

TO KENDALL'S QUESTION ABOUT A STRATEGIC PLAN, THE BUDGET IS THE STRATEGIC PLAN.

IT'S WHERE WE SPEND OUR RESOURCES AND.

I'M NOT HEARING ANY OF ANYTHING IN HERE THAT IS ABOUT CHILDREN.

SO MY FIRST QUESTION ON THIS ROUND IS.

OUR LARGER HIGH SCHOOLS ARE GOING TO TAKE A BIGGER HEAD ON OUR HIGH SCHOOL ALIGNMENT OR HIGH SCHOOL ALLOTMENT.

ARE ANY OF THEM HAVE ANY OF THEM DROPPED FROM WHATEVER THEIR PREVIOUS? DID ANY OF THEM DROP A SCHOOL RATING THIS YEAR THAT IS GOING TO TAKE A BIGGER HIT? AND WHAT ARE YOUR CONCERNS ABOUT THAT, MR. SUPERINTENDENT? SO SPECIFICALLY, I'D HAVE TO LOOK AT THE LIST OF HIGH SCHOOLS AND THE LETTER GRADES.

FROM AN ACCOUNTABILITY STANDPOINT TO TO REALLY BE ABLE TO DIVE INTO YOUR QUESTION DEEPER.

BUT I'D BE GLAD TO TO TAKE A LOOK AT THAT.

ARE YOU LOOKING AT THOSE THINGS AS YOU'RE MAKING THESE DECISIONS? WE ARE ABSOLUTELY LOOKING AT THESE THINGS WHEN WE MAKE THESE DECISIONS AND WISH THOSE THINGS WOULD BE BROUGHT INTO THESE CONVERSATIONS.

PLEASE, BECAUSE I THINK WE ALL NEED TO KNOW HOW THIS IS GOING TO IMPACT CHILDREN.

MY SECOND QUESTION IS ABOUT THE STIPENDS.

I STILL DON'T COMPLETELY UNDERSTAND WHAT'S GOING ON THERE.

PAGE 11 STIPENDS $4.1 MILLION.

THAT'S IN ADDITION TO THE PLAY.

IN THE BASE ALLOCATION.

SO OUR PRINCIPALS GETTING MONEY FOR STIPENDS OR THEY HAVING TO TAKE IT OUT OF THEIR BASE ALLOCATION.

CHIEF REED. IT'S A LITTLE BIT OF BOTH.

THAT STIPEND AMOUNT HAS ACTUALLY BEEN A FLAT NUMBER FOR SEVERAL FOR QUITE SOME TIME.

BUT THEY ALSO THEY PAY SOME OUT OF THIS THIS AMOUNT AND THEN THE ADDITIONAL AMOUNT THEY PAY OUT OF THEIR REGULAR BUDGET.

OKAY. HOW DO THEY KNOW WHAT THE DIFFERENCE IS? IT'S NOT ALLOCATED TOWARDS A SPECIFIC DOLLAR AMOUNT.

THE 4.1 IS SOME DOLLARS WE GAVE.

I DON'T KNOW. IT'S BEEN SO MANY YEARS I CAN'T REMEMBER.

BUT IT WAS AN AMOUNT THAT WAS PAID KIND OF PAID CENTRALLY.

BUT WE WENT AHEAD AND PUT IT IN THE SCHOOL'S BUDGET SO THEN THEY CAN MAKE ALL ALL THEIR STIPEND DECISIONS.

SO IT WASN'T IT'S NOT FOR SPECIFIC THINGS.

AND THAT STIPEND, IT IS JUST ADDITIONAL FOR ONE SPECIFIC STIPEND.

THEY WERE TOLD THEY HAD TO MAKE THIS YEAR.

THEY HAD TO COME OUT OF BASE ALLOCATION AND NOT THAT AMOUNT.

THE SAME STIPENDS, THE SAME STIPENDS, THE STIPEND AMOUNTS CHANGED.

OKAY, BUT DID WE INCREASE THE MONEY IF THEY CHANGED? NO, WE'VE NEVER INCREASED THAT DOLLAR AMOUNT.

THAT FOUR POINT WE'VE INCREASED THE REQUIREMENT OF THEIR SPEND, BUT WE HAVEN'T INCREASED THE ALLOCATION.

KNOW THAT 4.1 IS NEVER CHANGED.

OKAY. AND THEN FOLLOW UP QUESTION TO SOMETHING CHIEF GRANT SKINNER SAID ABOUT THEIR STIPENDS RIGHT NOW BEING PAID OUT OF ESSER THAT ARE GOING

[01:35:01]

TO MY KNOWLEDGE, THE DISTRICT HAS NOT DONE A STUDY ON THAT.

THE PURPOSE OF THOSE CRITICAL SHORTAGE AREA STIPENDS ARE TO HELP ENSURE THAT WE CAN RECRUIT AND RETAIN TEACHERS.

AND THIS YEAR, SOME OTHER STAFF IN POSITIONS THAT ARE HARDER TO FILL.

SO IT'S MATH TEACHERS, SCIENCE TEACHERS, BILINGUAL AND ESL TEACHERS, CTE TEACHERS.

IT MAY YOU JUST DON'T KNOW.

AND YOU MIGHT BE TAKING AWAY SOMETHING THAT WAS BENEFITING STUDENTS AND SORT OF ADJUSTING THE BUDGET SOMEWHERE ELSE.

MR. SUPERINTENDENT, WE DO KNOW IS THAT THIS YEAR WE WE HAD THE SHORTEST GAP IN TERMS OF NUMBER OF WE HAD THE BEST NUMBERS THAT WE'VE SEEN AND PROBABLY I THINK 3 TO 4 YEARS IN REFERENCE TO THE NUMBER OF TEACHERS THAT WE START AT THE SCHOOL YEAR WITH.

IF I'M NOT MISTAKEN, WE STARTED WITH ONLY FIVE 5% GAP.

IS THAT CORRECT? MR. GRANT SKINNER YES, AND WE SAW THE LOWEST NUMBER OF TEACHERS LEAVE DURING THE SUMMER LAST YEAR AND ANY OF THE LAST FIVE YEARS.

SO THERE ARE SOME INDICATIONS THAT A MIX OF COMPENSATION BASED COMPENSATION INCREASES, CRITICAL SHORTAGE STATEMENTS, THAT THERE IS IMPACT ON THE ABILITY TO STAFF POSITIONS.

OUR THEORY OF ACTION IS IF PEOPLE ARE STAFFED IN THESE POSITIONS MORE OFTEN, THAT DOES IMPACT STUDENT ACHIEVEMENT.

BUT I DON'T THINK THAT'S BEEN AN EVALUATION THAT THE DISTRICT HAS COMPLETED.

TRUSTEE BLUEFORD-DANIELS.

THANK YOU. WE TALKED ABOUT THE WRAP AROUND, I THINK TRUSTEE HERNANDEZ ASKED ABOUT THE WRAPAROUND SPECIALIST.

WILL THEY BE GIVEN MORE RESPONSIBILITIES WITH THESE CUTS? AND I'M CONCERNED ABOUT THAT BECAUSE OBVIOUSLY THE SMALL SCHOOLS, THE IMPACT FROM THE SMALL SCHOOLS AT THE SMALL SCHOOLS LEVEL, OBVIOUSLY I'M STILL TALKING ABOUT THE SMALL SCHOOLS BECAUSE SO MANY SCHOOLS ARE BUILT, 100 OF THOSE 4100 AND WHAT WAS IT, 140 SCHOOLS THAT YOU TALKED ABOUT, AND YOU ALL WILL GIVE US THAT LISTING, CORRECT? OKAY. BUT I'M CONCERNED WITH THE WRAPAROUND SPECIALIST, THE IMPACT THAT REDUCTION IN THIS BUDGET, WHAT IMPACT IT WILL HAVE ON THEM AND IF THEY WILL BE GIVEN MORE RESPONSIBILITIES.

DR.. BURTON SO WE'RE NOT CHANGING THE SERVICE LEVEL OF THE WRAPAROUND SPECIALIST.

THEY'LL STILL BE STAFFED TO THE SAME LEVEL THEY ARE THIS YEAR, BUT THEY WON'T HAVE ANY MORE RESPONSIBILITIES IN THAT.

THERE WILL BE CUTS TO THE CAMPUSES, A SMALL MIDDLE SCHOOL.

THEY'LL STILL DO THE SAME, ALSO THE SAME JOB THEY DO.

NOW, OBVIOUSLY, WHEN WE TALKED ABOUT THE SOCIAL AND EMOTIONAL LEARNING, WHICH IS PART OF OUR GOALS, AND SO I'M CONCERNED WITH THAT, ESPECIALLY IN THIS CLIMATE THAT WE'RE IN NOW, NOT ONLY WITH THE WRAPAROUND SPECIALIST, BUT WITH THE COUNSELING SITUATION AS WELL.

WE TALKED ABOUT THE GOLDEN PINNING TRUSTEE CRUZ MENTIONED ABOUT THE GOLDEN PENNY.

AND WE'RE TALKING WE'RE TRYING TO GET MORE STUDENTS IN THE DISTRICT PER PRE-K AND KINDERGARTEN, AND OBVIOUSLY THAT WILL INCREASE OUR REVENUE.

SO I DON'T WANT TO BE I'M JUST CONCERNED IF WE'D BE GROWING OUR OUR STUDENT IN THE DISTRICT AND THEY IN TURN WILL BE LEAVING GOING TO OTHER CAMPUSES, MEANING GOING TO THE PRIVATE SCHOOLS OR THE CHARTER SCHOOLS, ETC..

ONCE WE GET THEM IN OUR ELEMENTARY SCHOOLS AS WE'RE TRYING TO DO.

AND THE OTHER QUESTION PART OF THAT IS, WILL THERE BE AN IMPACT ON THE AMOUNT OF MONEY THAT WILL BE SPENT FOR MARKETING TO GET THEM INTO OUR CAMPUSES? SO WHAT I WILL SAY, AND I BELIEVE IT'S OKAY WITH ME, WHOEVER ANSWERS YOU, YOU DON'T HAVE TO FIND IT.

IT'S OKAY. WE WE ARE PROVIDING MARKETING PACKETS TO TO ADMINISTRATORS.

ONE OF THE ONE OF THE THINGS THAT OUR COMMUNICATIONS AND ENGAGEMENT OFFICES HAS HAS BEEN FOCUSED ON.

CHIEF MAUL CAN PROVIDE MORE INSIGHT AROUND WHAT THAT LOOKS LIKE, BUT IT HAS BEEN NOTED AS A STRATEGY THAT WE WANT TO FOCUS ON, ACTUALLY A STRATEGY THAT THE TUCK ORGANIZATION HAS HIGHLIGHTED AND THAT WE'VE DONE SOME WORK AROUND AS WELL.

SO THAT COST, THOUGH, IS ALREADY INCLUDED IN THAT.

AND WE'RE NOT LOOKING AT TRYING TO CURTAIL THAT COST.

WE'RE GOING TO INCREASE THAT COST FOR THESE CAMPUSES TO BE ABLE TO PERFORM THAT MARKETING.

IT'S INTERNAL WORK THAT HAS ALREADY BEEN IT'S ALREADY FIXED INTO THOSE DEPARTMENTS.

AND THE WORK THAT THEY DO TO BE ABLE TO PROVIDE BE ABLE TO BE PROVIDED TO CAMPUSES.

OKAY. THANK YOU. TRUSTEE ALAN, DO YOU HAVE ANY FURTHER QUESTIONS FOR ROUND TWO?

[01:40:03]

I'M LIKE, OH MY GOD, I DIDN'T KNOW THAT.

I JUST NEED TO GET THAT IN THERE.

I HAVE HEARD ON THE NEWS RECENTLY THAT THERE ARE SOME DISTRICTS AROUND THE THE HOUSTON AREA THAT ARE SWITCHING TO A FOUR DAY SCHOOL WEEK.

WOULD ANY OF THAT WOULD SWITCH INTO A FOUR DAY SCHOOL WEEK HELP WITH THE BUDGET AT ALL? IT'S NOT SOMETHING THAT WE'VE WE'VE WE'VE STUDIED.

I KNOW SOME SUPERINTENDENTS ACROSS THE COUNTRY THAT HAVE EXPLORED IT ACTUALLY KNOWS WHO PRESENTED IT, ACTUALLY EXECUTED AND MOVED FORWARD WITH IT AS WELL.

SO MY ASSUMPTION WOULD BE THAT THERE WOULD BE COULD BE SOME SOME SAVINGS, BUT I WOULD WORRY ABOUT A SCHOOL DISTRICT THAT HAS 80% OF ITS STUDENTS THAT QUALIFY FOR FREE OR REDUCED LUNCH, THAT MANY OF THEM DEPEND ON THE SCHOOL AS A SAFE HAVEN FOR FOOD, FOR SHELTER.

MOVING TO AA3 DAY WEEKEND VERSUS A TWO DAY WEEKEND, I THINK COULD BE DETRIMENTAL ON NOT ONLY THE SOCIAL AND EMOTIONAL, BUT ALSO THE HEALTH AND WELL-BEING OF THEIR ACADEMIC LIVES AND CAREERS IS NOT SOMETHING THAT I WOULD I WOULD RECOMMEND FOR HISD SPECIFICALLY.

JUST TRYING TO PUT ALL THE OPTIONS OUT THERE.

DR. WATTS, YOU SAID MAGNET FUNDING WILL BE ADDRESSED IN THE UPCOMING YEAR.

DOES THAT MEAN IN THESE BUDGET MEETINGS WE'LL SEE SOMETHING ABOUT MAGNET FUNDING CHANGES OR DOES THAT MEAN THAT AT NEXT YEAR'S BUDGET FUNDING BUDGET MEETINGS, WE'LL HEAR SOMETHING ABOUT IT? SO I'VE BEEN SHARING WITH CABINET, UPDATING CABINET ON OUR ANALYSIS.

I AM PREPARED TO TAKE A RECOMMENDATION TO CABINET IN THE NEXT WEEK TO SHARE WHAT MY RECOMMENDATION IS, BUT IT WILL BE THAT GROUP THAT DECIDES WHAT OUR APPROACH WILL BE. AND.

AND MY FINAL COMMENT IS I WOULD LOVE TO SEE A PLAN THAT TO HELP RETAIN TEACHERS AND CRITICAL SHORTAGE IN CRITICAL SHORTAGE AREAS THROUGHOUT THE DISTRICT.

DO WE HAVE ANY FURTHER QUESTIONS? DR. TRUSTEE ALLEN.

I JUST HAVE ONE ADDITIONAL QUESTION ATTACHED TO WHAT YOU JUST SAID.

TRUSTEE HERNANDEZ WHEN WE DO THE FOUR DAY WEEK DURING THE SUMMER, DO WE SEE SIGNIFICANT SAVINGS? CHIEF REID. I DON'T KNOW THAT WE'VE ACTUALLY LOOKED AT THAT AND TRIED TO CALCULATE ANYTHING OUT.

YEAH. SINCE I HAVE NO ONE DAY OUT ON FRIDAYS.

RIGHT. I MEAN, I'M NOT IN FAVOR OF THAT.

I WAS JUST. ALL RIGHT, WELL, THIS CONCLUDES OUR WORKSHOP DISCUSSION.

WE WILL HOLD A BRIEF BREAK BEFORE HOLDING OUR SECOND WORKSHOP OF THE DAY.

THIS MEETING IS RECESSED AT 12:05 P.M.

AND WE WILL RECONVENE AT 1210.

GOOD AFTERNOON. THIS MEETING IS NOW RECONVENED AT 12:18 P.M..

[RECONVENE IN OPEN SESSION]

THE BOARD WILL NOW ADJOURN TO A CLOSED SESSION UNDER CHAPTER FIVE FIVE, ONE OF THE TEXAS GOVERNMENT CODE.

[ADJOURN TO CLOSED SESSION UNDER SECTIONS 551.004, 551.071, 551.072, 551.073, 551.074, 551.076, 551.082, 551.0821, 551.083, 551.084, AND 551.089 OF THE TEXAS GOVERNMENT CODE FOR THE PURPOSES LISTED IN THIS NOTICE (Part 2 of 3) ]

1.07355. 1.07455.

1.07655. 1.08255.

1.082155. 1.083551.084 AND 51.089.

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

THE BOARD HAS ADJOURNED TO CLOSED SESSION AT 12:19 P.M..

GOOD AFTERNOON.

[RECONVENE IN OPEN SESSION]

SUPERINTENDENT HOUSE.

[WORKSHOP TOPIC: CONSTRAINT PROGRESS MEASURES (Part 1 of 2)]

I'M CONSTRAINED. PROGRESS MEASURES.

THANK YOU. MADAM PRESIDENT, I'D LIKE TO INVITE DR.

ALISON MADDEN TO THE PODIUM TO PRESENT THE PROPOSED CHANGES TO A LOCAL DOCTOR.

MATTIE. EVERYONE.

SO WE HAVE PULLED TOGETHER A PRESENTATION FOR ALL.

[01:45:07]

SO JUST AS A REMINDER, OUR CONSTRAINT TO STATES, THE SUPERINTENDENT WILL NOT ALLOW THE DISTRICT TO OPERATE WITHOUT STUDENTS HAVING EFFECTIVE SCHOOL BASED WRAPAROUND SUPPORT SYSTEMS. THE CURRENT CONSTRAINT PROGRESS MEASURE 2.1 WAS ABOUT OUR INTERVENTIONS PROVIDED THROUGH WRAPAROUND SERVICES, AND THE DATA IS THERE.

THIS IS ONE OF THE REASONS THAT WE'VE BEEN CALLED TO REVISE THESE.

AS YOU CAN SEE THAT ONCE WE HAD SYSTEMS IN PLACE, WE WERE CERTAINLY WAY OUTPERFORMING WHAT OUR ORIGINAL TARGETS INDICATED.

FOR 2.2.

THIS WAS AROUND OUR WRAPAROUND ADVISORY COUNCILS, MAKING SURE THERE WERE THOSE SUPPORTS FOR CAMPUSES TO MEET TOGETHER AND HAVE CONVERSATIONS AROUND EFFECTIVE SYSTEMS. AND AGAIN, WE MET THE TARGET TWO YEARS AHEAD OF SCHEDULE AS CAMPUSES WERE WERE CREATING THOSE FUNCTIONAL COUNCILS AND MEETING ABOUT STUDENTS AND THEN 2.3 THE NUMBER OF SERVICE PARTNERSHIPS.

SO MAKING SURE WE HAVE A SET NUMBER OF PARTNERS THAT WE CAN ACCESS TO ENSURE THAT OUR STUDENTS HAVE ACCESS TO THOSE SERVICES AGAIN, EXCEEDED THAT WELL AHEAD OF SCHEDULE.

AND SO WITH ALL THREE OF THOSE, THE CALL FROM TRUSTEES WAS TO GO BACK.

NOW WITH OUR NEW OUR NEW STATE OF WRAPAROUND SERVICES, WHAT ARE AS WE MOVE THROUGH THE NEXT FEW YEARS, WHAT ARE THE THINGS THAT WE CAN CONTINUE TO PUSH FORWARD WITH? SO WE ALSO HAVE WE'VE CALLED ON LOOKING AT OUR SUCCESSES.

WHY WERE WE SUCCESSFUL? WE WANT TO CAPITALIZE ON THAT SUCCESS AND CONTINUE THAT SUCCESS.

WE ALSO LOOKED AT DATA FROM THE HERC STUDY DONE IN FALL OF 2021 AROUND NEEDS OF COMMUNITY PARENTS, STUDENTS, AND THEN REALLY WANTED TO TARGET THOSE CRITICAL STUDENT NEEDS THAT HAVE BEEN IDENTIFIED IN POST-PANDEMIC REALITY.

SO OUR FIRST PROPOSED CONSTRAINT PROGRESS MEASURE IS THE PERCENT OF STUDENTS IN TIER THREE FOR ATTENDANCE RATES ONLY, AND TIER THREE IS OUR HIGHEST LEVEL NEED.

SO BASIC SUPPORT IS TIER ONE, MID LEVEL SUPPORT IS TIER TWO ARE TIER THREE.

STUDENTS ARE STUDENTS THAT REQUIRE THE MOST NEEDED INTERVENTION.

AND SO THOSE STUDENTS WHO ARE THERE FOR ATTENDANCE RATES ARE MISSING.

LARGE BLOCKS OF TIME, OUT OF OUT OF SCHOOL ARE THE STUDENTS THAT WE'RE LOOKING AT HERE, AND THEY ARE RECEIVING WRAPAROUND SERVICES. SO WE'RE LOOKING AT THAT CONNECTION.

SO THOSE STUDENTS WHO MOVE, THEN THEY WERE IDENTIFIED IN TIER THREE AND THEN MOVED TO TIER TWO FROM FALL SEMESTER TO SPRING SEMESTER WILL INCREASE FIVE PERCENTAGE POINTS FROM ZERO IN JUNE 2020 3 TO 5 IN JUNE 2024.

SO BEFORE I GET TO THE METHODOLOGY, I'M GOING TO TALK A LITTLE BIT ABOUT THAT ZERO.

ONE OF THE SIGNIFICANT REASONS WHY CONSTRAINT PROGRESS MEASURE 2.1 IS REALLY PUSHING THE ORGANIZATION IS THAT WE NEED TO CREATE THE SYSTEM TO TRACK THIS. WE DO TRACK OUR WRAPAROUND SUPPORTS THROUGH PURPLE SENSE, BUT WE DON'T HAVE THE PROGRAMING WHERE IT REALLY CONNECTS TIER THREE ATTENDANCE RATE, WRAPAROUND SERVICES.

SO THEY'RE WORKING ON SOME PROGRAMING FOR US RIGHT NOW SO THAT WE WILL BE ABLE TO PULL SOME BASELINE DATA.

SO WE WE DON'T LIKE TO USE ZERO AS A BASELINE, BUT WE HAVE THERE IS PRECEDENT FOR US DOING IT WHEN WE HAD TO BUILD SOME SYSTEMS AROUND SPECIAL ED DATA.

THIS IS IN THAT SAME BOAT THAT WE'RE LOOKING AT.

ZERO. WE DID COME UP WITH THE FIVE PERCENTAGE POINTS JUST IN LOOKING AT WHAT OUR ATTENDANCE RATES LOOK LIKE, HOW WHAT IS THE VOLUME THAT WE'RE LOOKING AT AND KNOWING THAT MOVING STUDENTS FROM THAT TIER THREE TO TIER TWO WHEN ATTENDANCE IS THE CONCERN IS A SIGNIFICANT LIFT.

THESE ARE EITHER STUDENTS WHO NEED TO GO TO WORK BECAUSE OF FAMILY EXPERIENCES.

THESE ARE STUDENTS WHO MAY MISS HALF DAYS BECAUSE THEY'RE TAKING CARE OF SIBLINGS.

SO SOME OF THESE ARE HUGE LIFTS THAT ARE NOT INFLUENCED BY THE SUPERINTENDENT.

THESE ARE EXTERNAL FAMILY THINGS.

SO WHEN WE LOOKED AT WHAT PERCENTAGE IS REALLY INFLUENCED BY THE SUPERINTENDENT AND STAFF, THAT'S HOW WE LANDED ON THAT FIVE.

SO YOU CAN SEE OUR METHODOLOGY THERE.

WE'RE LOOKING AT OUR IS THE STUDENT IN TIER THREE DUE TO ATTENDANCE AND HAVE THEY WORKED WITH A WRAPAROUND SPECIALIST, COUNSELOR OR SOCIAL WORKER? AND THEN THE NUMBER OF THOSE STUDENTS THAT MOVED FROM THREE TO TIER TWO DIVIDED BY THE TOTAL NUMBER AS THE DENOMINATOR.

SO HOW DOES 2.1 MEASURE EFFECTIVENESS WHEN STUDENTS ARE SERVED BY WRAPAROUND SYSTEMS, THERE'S POTENTIAL THAT THEIR SCHOOL ATTENDANCE WILL INCREASE.

[01:50:08]

OF COURSE, MORE. MORE TIME IN CLASSROOM WITH OUR TEACHERS CREATES BETTER STUDENT OUTCOMES.

AND THEN ATTENDANCE OVERALL DOES NOT ACCURATELY CAPTURE STUDENTS SERVED BY WRAPAROUND NOR TARGET.

ATTENDANCE IS THE ROOT CAUSE OF STUDENT NEED.

SO TO POINT TO THE NUMBER OF CAMPUSES WITH BASIC NEEDS, RESOURCE SPACES WILL INCREASE BY 110 FROM 90 IN JUNE 2020 2 TO 200 IN JUNE 2024.

SO THESE ARE THIS IS DEVELOPED AS WITH THE FRAMEWORK OF PUTTING THOSE RESOURCES AS CLOSE TO THE STUDENT AS POSSIBLE.

SO THE STUDENT NEEDS NEEDS FEMININE HYGIENE PRODUCTS THERE, RIGHT THERE.

WE DON'T HAVE TO WAIT FOR A WRAPAROUND SPECIALIST TO GO TO THE STORE AND COME BACK THE NEXT DAY.

IT'S ALL RIGHT THERE FOR THE STUDENT.

SO WE'RE GOING TO BE LOOKING AT DEPARTMENT INVENTORIES TRACKED CENTRALLY AND THEN THAT NUMBER OF CAMPUSES.

SO MAKING SURE THAT WE'RE ASSISTING.

AND THIS IS ONE OF THE ONE OF THE EFFECTIVE INDICATORS OF A WRAPAROUND PROGRAM.

SO IT MEASURES EFFECTIVENESS BECAUSE THERE'S A CRITICAL NEED FOR STUDENTS AROUND TANGIBLE RESOURCES.

AND AGAIN, PUTTING IT RIGHT THERE WITH CONSISTENT ACCESS FOR STUDENTS, IMMEDIATE ACCESS FOR STUDENTS, AND THEN STUDENTS WHO KNOW THE RESOURCES ARE AVAILABLE RIGHT THERE ON A CAMPUS WILL FEEL MORE PREPARED TO TACKLE ACADEMIC EXPECTATIONS.

THEY'RE NOT WORRIED ABOUT I DON'T HAVE A UNIFORM OR I DON'T HAVE THE SUPPLIES THAT I NEED FOR FOR FUNCTIONING ON CAMPUS.

2.3 SAYS THE NUMBER OF CENTRALLY CONNECTED EXTERNAL SERVICE PROVIDERS FOR MENTAL HEALTH AND WELLBEING AVAILABLE FOR STUDENTS WILL INCREASE BY EIGHT FROM 62 IN JUNE 2020 2 TO 70 IN JUNE 2024.

WE KNOW FROM NOT JUST THE THE HERC STUDY, BUT FROM HAVING CONVERSATIONS WITH SCHOOL STAFF AND OF COURSE WHAT'S GOING ON NATIONALLY WITH OUR STUDENTS. POST-PANDEMIC IS THE NEED FOR MENTAL HEALTH SUPPORTS AND WELLBEING SUPPORTS ARE CRITICAL RIGHT NOW.

THE VOLUME, THE NEED, THE INTENSITY IS THERE.

SO WE WANTED A PROGRESS MEASURE TO REALLY FINE TUNE AND FOCUS ON THAT PART OF WRAPAROUND SUPPORT SPECIFICALLY.

SO WE'RE GOING TO BE LOOKING AT THE NUMBER OF SERVICE PROVIDERS THAT WE HAVE LINKED FOR ACCESS IN OUR PURPLE SENSE SYSTEM, AND THAT IS THE REASON THAT WE ARE GOING TO MOVE IT UP TO EIGHT IS WE ARE LOOKING AT NOT ONLY DO WE HAVE TO MAINTAIN THE PROVIDERS WE HAVE.

SO THIS IS KIND OF A DOUBLE A DOUBLE WORK SITUATION.

WE HAVE TO MAINTAIN THE ONES WE HAVE.

THEN WE HAVE TO IDENTIFY AND BRING IN ADDITIONAL ONES THAT ARE VERY PURPOSEFUL AND SPECIFIC TO THE NEEDS OF OUR STUDENTS.

SO THIS MEASURE IS EFFECTIVENESS BECAUSE THERE IS A CRITICAL NEED FOR MENTAL HEALTH SUPPORTS.

MANY STUDENTS AND FAMILIES LACK THE ABILITY TO ACCESS THESE TYPES OF SUPPORTS OUTSIDE OF SCHOOL.

AND THEN PROVIDING THESE SUPPORTS IN SCHOOL CAN CERTAINLY HELP STUDENTS MANAGE THE CHALLENGES THAT IMPACT ATTENDANCE AND ACADEMIC OUTCOMES.

THAT IS OUR PRESENTATION OF THE METHODOLOGY AND OUR PROPOSAL.

THANK YOU. DR.. PRESIDENT ENDS.

THANK YOU, SUPERINTENDENT HOUSE.

WE ARE READY FOR COMMENTS OR QUESTIONS FROM JOSE.

PLEASE COMMUNICATE YOUR INTEREST BY RAISING YOUR HAND.

AND MR. MCGOWAN, DO YOU HAVE A PRESENTATION FOR US? OH, YOU'RE JUST HERE. OKAY.

OKAY, SO.

I HAVE TRUSTEE BLUEFORD-DANIELS IN THE QUEUE FIRST.

THANK YOU. AND THANK YOU SUPERMAN AND HOUSE AND DR.

MATNEY, BECAUSE THIS PRESENTATION, THE WAY IT'S LAID OUT, IT ANSWERS A LOT OF QUESTIONS AND IT SHOWED THAT YOU LISTEN TO A LOT OF THE CONCERNS, NOT ONLY FROM KEITH DOWNIE THAT CAME IN WHERE IT INITIALLY STARTED, BUT FROM THE QUESTIONS THAT WERE ORIGINATED TO FROM THE BOARD AS IT RELATED TO WRAPAROUND AND SPECIALISTS.

SO IN MY OPINION, THIS WAS A REALLY GOOD PRESENTATION WITH THE BREAKOUTS.

THERE ARE THERE'S ANOTHER QUESTION THAT I HAD, AND THANK YOU FOR ACKNOWLEDGING THAT SOME OF THE CONCERNS ARE EXTERNAL FAMILY CONCERNS THAT ARE SOMETIMES NOT TRACKABLE UNLESS IT'S BROUGHT TO SOMEONE'S ATTENTION.

ARE THE ARE THESE GOALS ATTAINED, THOUGH? THE GOALS THAT WE LOOKED AT INITIALLY ON PAGE, I THINK IT WAS PAGE SEVEN.

BUT ARE THESE GOALS ARE ARE THESE GOALS ATTAINED?

[01:55:03]

ARE THEY ATTAINED VIA SUBJECTIVE MEASURES OR IS SOMETHING THAT'S TANGIBLE AT EACH CAMPUS AS FAR AS THE GOAL THAT'S THAT THEY'RE TRYING TO ACHIEVE? IN OTHER WORDS, IF KATHY SAYS, OKAY, I TALKED TO FIVE KIDS THIS WEEK AND I INDICATE THAT NUMBER, DOES THAT BECOME PART OF THAT PROCESS? THAT THING SAID THAT I REACHED OUT TO FIVE STUDENTS THAT WOULD IMPACT THAT THE DATA.

DR. MANDY. SURE.

SO WE ALSO HAVE DR.

CASTILLO HERE WHO CAN ANSWER ANY OTHER CONTENT RELATED THINGS.

BUT FOR THIS MEASURE, WHAT WE ARE LOOKING AT IS SPECIFIC.

WE HAVE SPECIFIC MEASURES OF TIER THREE ATTENDANCE RATES VERSUS TIER TWO ATTENDANCE RATES.

SO WE START WITH THAT AND LOOKING AT IF THEY MOVED AND THEN IF THEY HAD A WRAP AROUND SUPPORT CONNECTION AROUND THAT ATTENDANCE MEASURE.

SO IT'S NOT JUST IF THEY GOT A PENCIL, IT'S SPECIFICALLY AROUND THAT.

SO HOW MANY CAMPUSES ARE OUR TIER THREE? SO THIS SPECIFICALLY IS INDIVIDUAL STUDENTS BEING TIER THREE.

SO IN THIS CONTEXT, EVERY STUDENT IS EITHER TIER ONE, TIER TWO OR TIER THREE.

YES. IS THERE IS THERE A WAY TO BE ABLE TO BREAK OUT, TO SHOW AN INDICATOR AS TO WHICH CAMPUSES HAVE THE TWO OR THREE MEASURES IN A TIER TWO AND TIER ONE? NOT THAT I WANT TO INTERFERE, BUT I WOULD JUST BE CURIOUS TO SEE IT WHAT THAT LOOKS LIKE.

YES. SO OUR COMMITMENT TO YOU ALL IS EVERY TIME WE ONCE WE START TRACKING THIS IS TO PRESENT THEN THE BI CAMPUS DATA BEHIND IT.

TRUSTEE BAKER.

THANK YOU, DR.

MATNEY, FOR THAT PRESENTATION.

SUPERINTENDENT HOUSE I HAVE ONE QUESTION AND ONE QUESTION ONLY.

WHEN I LOOK AT PROGRESS.

BUT ANYTHING I LOOK AT, I CONSIDER HOW CHALLENGING THEY ARE.

AND SINCE THE BEGINNING, WHEN WE START LOOKING AT WRAPAROUND, I ALWAYS HAD A THOUGHT IN MY MIND THAT IT'S NOT ANYTHING THAT'S CHALLENGING BECAUSE IT IS BASICALLY COUNTING A SUMMATION OF A WHOLE NUMBER OF STUDENTS SERVE, AND THAT'S LIKE A GIVEN.

SO MY QUESTION IS, HOW IS THIS CONSTRAINT MORE EFFECTIVE WHEN ITS PRIMARY MEASUREMENT IS MEASURING THE WHOLE THE SUMMATION OF THE AMOUNT OF STUDENTS SERVED OR THE JUST OF A WHOLE VOLUME SERVE? IS IT THAT YOU ADDED THE ATTENDANCE ASPECT TO IT? WE WE HEARD THE CONCERNS THAT THAT CAME IN DURING THE LAST DURING THE FIRST POTENTIAL PRESENTATION OF THIS PROGRESS MEASURE. SO WE'VE GONE BACK AND CLOSELY LOOKED AT THOSE CONCERNS.

WE KNOW THERE WAS A WIDE GAP BETWEEN EXACTLY WHAT WE WHAT WE DID IN TERMS OF GOING ABOVE AND BEYOND EACH ONE OF THESE.

AND WE BELIEVE THAT WHAT WE PROVIDED HERE IN 2.1, 2.2 AND 2.3 ARE REFLECTIVE OF WHAT WE HEARD FROM THE BOARD.

THANK YOU. TRUSTEE.

WAIT. NO FURTHER QUESTIONS.

THANK YOU. TRUSTEE VANGUARD.

AGAIN. TRUSTEE, CRUZ.

AND THEN TRUSTEE. SO I'M JUST GOING TO REPEAT SOME OF THE THINGS I HAD BROUGHT UP LAST TIME.

SO LOOKING AT 2.1.

I REALLY LIKE THAT. THIS IS FOCUSED ON ATTENDANCE.

THIS ONE MAKES A LOT OF SENSE TO ME.

I WOULD FEEL MORE COMFORTABLE HAVING A BASELINE FIRST BEFORE WE ADOPT AN ACTUAL NUMBER IN THE ACTUAL CONSTRAINT PROGRESS MEASURE.

AND THEN 2.2 AND 2.3 ARE BOTH INPUTS.

AND. SO I DON'T FEEL LIKE IT QUITE GETS TO.

A METRIC OF KNOWING IF THIS IS ACTUALLY HAVING AN IMPACT ON STUDENTS BECAUSE WE CAN HAVE THE SPACES IN 2.2 OR WE CAN HAVE MORE PROVIDERS IN 2.3, BUT WE DON'T NECESSARILY KNOW IF THAT WILL INCREASE THE AMOUNT OF STUDENTS THAT ARE ACTUALLY ACCESSING THESE SERVICES.

[02:00:01]

SO I WOULD LIKE TO SEE THESE NOT AS NOT AS MEASURES OF INPUTS SO THAT WE CAN KNOW IF THEY'RE ACTUALLY HAVING AN IMPACT ON ON STUDENTS, WHICH IS WHAT WE WANT ULTIMATELY.

INPUT. INPUT TAKEN.

THAT'S IT FOR NOW. THANK YOU.

SO QUICK QUESTION, JUST TO MAKE SURE I'M LOOKING AT THE RIGHT SLIDE DECK.

SO IS THIS DIFFERENT FROM WHAT WE WERE SENT ON FEBRUARY 2ND? IT'S ALL DIFFERENT BECAUSE THAT'S WHAT I HAVE BEEN LOOKING AT AND I REALIZED MAYBE THIS ONE WAS DIFFERENT.

SO MY THERE ARE TWO THINGS ON CONSTRAINT PROGRESS MEASURES.

THEY NEED TO CHALLENGE IT. THREE, THEY NEED TO CHALLENGE THE ORGANIZATION.

THEY NEED TO NEED TO BE PREDICTIVE AND THEY NEED TO BE INFLUENCED BY THE SUPERINTENDENT.

AND I BELIEVE ALL THREE OF THESE ARE INFLUENTIAL BY THE SUPERINTENDENT.

WHERE I'M STRUGGLING IS ON 2.1, AND I VERY I ALWAYS APPRECIATE DR.

MATNEY, THE MENTAL GYMNASTICS.

YOU GO THROUGH FOUR REALLY THOUGHTFUL PROGRESS MEASURES.

WHAT I'M STRUGGLING WITH, HOWEVER, IS I DON'T HAVE A WAY OF KNOWING THAT IT CHALLENGES THE ORGANIZATION BECAUSE WE DON'T ACTUALLY HAVE A BASELINE YET.

AND SO AND I KNOW ONE OF MY COLLEAGUES MADE A SUGGESTION AT THE MEETING LAST WEEK THAT AND WE'VE DONE THIS IN THE PAST TO MAKE THIS LIKE A PLACEHOLDER IN POLICY WHERE WE JUST HAVE ACCESS FOR VALUES.

AND THEN WHEN YOU HAVE BECAUSE IT TO MY QUESTION IS YOU'LL HAVE THE BASELINE IN JUNE OF THIS YEAR, RIGHT? GOOD AFTERNOON. SO TECHNICALLY, YES.

BUT SOMETHING TO KEEP IN MIND IS THAT OUR TIER THREE STUDENTS THAT WE'RE REFERRING TO FOR ATTENDANCE.

RIGHT. THEY COULD BE TIER THREE DURING THE FALL BECAUSE THEY WILL HAVE TEN OR MORE ABSENCES AT THAT TIME GOING INTO JUNE. THAT MIGHT OR MIGHT NOT BE THE CASE BECAUSE THE TOTAL OF ATTENDANCE DAYS.

RIGHT. WILL BE DIFFERENT FROM THE FALL.

SO THAT'S WHY I'M SAYING LIKE TECHNICALLY, YES, WE CAN HAVE A BASELINE, BUT THAT BASELINE IS NOT A SET NUMBER FOREVER.

SO. SO IF THE BASE.

SO THEN WHAT I THINK I'M HEARING IS THE BASELINE CAN CHANGE EVERY YEAR.

IT COULD BECAUSE IT WILL DEPEND ON THE NUMBER OF STUDENTS THAT WILL BE CLASSIFIED AS TIER THREE WHEN WE PULL THE DATA.

BUT THIS CONSTRAINT IS GOING TO BE WRITTEN FOR JUST ONE YEAR.

SO HAVING THE SO WE DON'T KNOW THAT IT'S GOING TO BE 0% IN JUNE OF 2023.

IT COULD BE ONE, TWO, THREE.

I MEAN, IT COULD BE ANY NUMBER IN JUNE OF 2023.

SO I WOULD FEEL MORE COMFORTABLE IF WE APPROVED THIS, APPROVE THE LANGUAGE OF THIS, BECAUSE YOU GUYS ARE GOING TO HAVE TO BUILD OUT SYSTEMS. RIGHT. SO I THINK THAT IT'S FAIR TO NOT SAY, OH, WE THINK WE MIGHT, BUT TO COMMIT TO IT SO THAT YOU ALL CAN BUILD OUT THE SYSTEMS AND THEN BRING IT BACK IN JUNE, WHAT THE BASELINE ACTUALLY IS IN JUNE, AND THEN SET THE TARGET FROM THERE.

YES, WE CAN DEFINITELY DO THAT.

AND WE CAN HAVE WE CAN PULL THE A WE CAN PULL A NUMBER.

RIGHT. UNDERSTANDING THAT WE ARE USING THIS YEAR TO BUILD ALL THE DIFFERENT PARAMETERS THAT CAN CORRELATE WHAT WE EXISTING HAVE ON THE SYSTEM TO THESE ATTENDANCE DATA, WHICH HASN'T BEEN PART OF THE SYSTEM UP TO NOW.

SO THAT'S THE PIECE THAT WE'RE WORKING ON SO THAT WE CAN HAVE IT READY FOR NEXT SCHOOL YEAR, BUT WE CAN WORK WITH WHAT WE CURRENTLY HAVE AND GIVE YOU AN IDEA OF THE BASELINE AT THIS POINT. BUT THE ONE THING I WILL ALSO ADD IS THAT IF WE HAVE, LET'S SAY, YOU KNOW, RYAN ELEMENTARY AND WE HAVE AN X NUMBER OF STUDENTS THAT ARE PART OF THAT TIER THREE, THAT THOSE STUDENTS ARE PART OF TIER THREE THIS SCHOOL YEAR.

SO WHEN THE NEW SCHOOL YEAR STARTS RIGHT, THEY ALL THEY ALL START WITH THE SAME NUMBER.

SO IN OTHER WORDS, THAT CUMULATIVE OF THEIR TIER THREE ARE NOT GOING TO FOLLOW THEM FOR THE FOLLOWING SCHOOL YEAR.

SORRY, MY TIME IS UP, BUT THIS CONSTRAINT THEN THIS PROGRESS MEASURE MAKES NO SENSE TO ME.

JUST ANYWAY, THANK YOU FOR ADDRESSING THIS WHOLE PROGRESS MONITORING CONCERN FROM THE BEGINNING.

SO THANK YOU. AND BACK TO SUE'S POINT, WHICH BROUGHT UP SO YOU'RE SAYING THAT EVERY FALL AND EVERY SPRING, JUST SO I BETTER UNDERSTAND,

[02:05:06]

IT'S GOING TO START AT ZERO.

SO THEREFORE.

THIS WOULD BE A.

TWICE A YEAR.

SCHOOL YEAR.

ACCOUNTABILITY. SCALE.

I MEAN, FROM WHAT I CAN UNDERSTAND, RIGHT, IN ORDER TO GET AND THEN YOU COULD RUN A BASELINE BASED OFF OF.

TWICE A YEAR MONITORING.

STARTING AT ZERO, FALL IN SPRING.

CORRECT? CORRECT.

AND WE'RE NOT SAYING NECESSARILY TWICE A YEAR, BUT THE FIRST POOL OF THE DATA WOULD BE IN THAT OCTOBER TIMELINE, BECAUSE, AGAIN, EVERYONE, LIKE ALL OF OUR STUDENTS, RIGHT, WHEN THEY START THE FIRST DAY OF SCHOOL, THEY ALL HAVE A NEW, LET'S SAY, LIKE BLANK SLATE FOR THEIR ATTENDANCE. RIGHT.

AND AS THE YEAR PROGRESSES, DEPENDING ON THE NUMBER OF ATTENDANCE OR RATHER THE MISSED DAYS THEY HAVE, THEN THOSE ABSENCE WILL CATEGORIZE THEM INTO YEAR ONE, TWO OR THREE.

SO. LOOK AGAIN, BACK TO STU'S POINT.

SO HOW WILL HOW DOES THE DISTRICT INTEND ON MAKING? THIS. THIS.

MONITORING, TRACKING RELIABLE AS A DATA POINT PERIOD.

I MEAN, THAT'S WHAT I'M TRYING TO UNDERSTAND, TOO.

I'M TRYING TO GET THE.

CORRECT. SO ON OUR PURPLE SYSTEM CURRENTLY AND BASED ON THE PRIOR PROGRESS MEASURES.

RIGHT. THE THE MAIN GOAL WAS TO ENSURE THAT WE WERE MEETING THAT IS SPECIFIC NEED OF THE STUDENT.

SO THAT'S WHY LIKE THOSE NUMBERS OF INTERVENTIONS OR DOCUMENTED ACTION, WHAT WAS DRIVING THE DATA THAT WE HAVE NOW THAT WE KNOW? RIGHT? WE HAVE AN ESTABLISHED SYSTEM TO DO THAT.

WE'RE ADDING THAT COMPONENT WHERE NOW WE'RE LOOKING AT THE STUDENT, WE'RE RECEIVING THEIR ATTENDANCE DATA INTO THE SYSTEM.

SO IF IN A PARTICULAR CAMPUS, I'LL USE THE RYAN ELEMENTARY EXAMPLE.

AGAIN, WE HAVE 500 STUDENTS THAT HAVE RECEIVED A WRAPAROUND OR COUNSELING, DOCUMENTED ACTION.

THEN OUR TEAM IS INTENTIONALLY LOOKING AT WHERE IN THE ATTENDANCE ARE THESE STUDENTS THAT WE ARE SERVING, ARE THEY? AND BASED ON THAT, IF WE ARE NOTICING THAT OUT OF THOSE 500, WE HAVE 50 STUDENTS THAT ARE TIER THREE, THEN THOSE ARE THE TIER THREE STUDENTS THAT WE'RE GOING TO BE FOCUSING TO MAKE SURE THAT THEY GET OUT OF THAT TIER THREE SO THAT THEY'RE NOT MISSING MORE CLASSES DEPENDING ON THE SEVERITY OF THE NEED THAT THEY MAY HAVE.

SO ALL THESE SYSTEMS WILL SERVE THE PURPOSE OF ENSURING THAT WE ARE PROVIDING THEM WHAT THEY NEED SO THEY CAN STAY IN CLASS AND NOT MISS ANY MORE CLASSES.

UM, DO YOU WANT TO GO FOR ROUND ONE? OH, OKAY.

TRUSTEE BAKER, THANK YOU SO MUCH.

JUST A QUESTION OF CLARITY WAS SOMETHING I WAS WRAP AROUND CREATED DURING THE COVERT.

OK. NO, IT WAS NOT.

WHEN WAS IT CREATED? WRAPAROUND SERVICES, I KNOW.

KICKED OFF IN HISD PRIOR TO SMALLER SCALE.

DR. CRUZ, DO YOU REMEMBER WHAT WHAT YEAR? 17, IF I'M NOT MISTAKEN.

OKAY. I THOUGHT IT WAS COVID RELATED AT FIRST BECAUSE I WAS NEW AT THE TIME.

AND OF COURSE, DURING COVID WITH UTILIZATION, OF COURSE, THE FEDERAL.

WELL, JUST THIS A COMMENT.

KNOW, EVEN THOUGH THIS HAS BEEN MY FIRST TIME HAVING THE OPPORTUNITY TO HAVE ANY SAY SO INTO PUTTING TOGETHER A PROGRESS MANAGED MEASUREMENT BECAUSE THEY WERE ALREADY WRITTEN PRIOR TO MY ELECTION.

SO THIS 2.1, I SEE WHERE YOU'RE GOING WITH IT.

YOU KNOW, YOU'RE TRYING TO MAKE IT MORE CHALLENGING, BUT WHEN I SEE IT ON THE REPORTS TO ME, JUST TO BE HONEST, IT JUST SEEMS LIKE IT'S A GIVEN. IT'S NOT CHALLENGING ENOUGH BECAUSE IT JUST COUNTS THE NUMBER OF STUDENTS SERVED.

THAT'S THAT'S MY OBSERVATION.

YOU'RE REFERRING TO THE CURRENT ONE OR TO THIS NEW ONE.

NOW, I'M INTERESTED TO KNOW HOW 2.1 IS GOING TO WORK, BUT I AM LISTENING TO HOW.

[02:10:01]

SO I AM I WAS I'M MAYBE MORE CONFUSED NOW THAN WHEN IT STARTED.

I'M GOING TO START WITH 2.2 AND 2.3.

I THINK THAT THEY ARE VERY SIMILAR TO THE PREVIOUS ONES WHERE IT'S MAYBE TOO EASY TO MEET THE TARGET AND WE MIGHT, YOU KNOW, EXCEED THE TARGET.

AND I'M WOULD LIKE TO I WOULD LIKE TO SEE SOMETHING MORE RELATED TO STUDENTS BECAUSE I FEEL LIKE WE'RE GOING TO HAVE THE SAME SITUATION WHERE WE MIGHT I MEAN, THE GOALS ARE I MEAN, THE THESE ARE GOING TO BE DONE IN 2024, SO IT'S NOT TOO LONG FROM NOW.

BUT STILL, LET ME GO BACK TO A 2.1 AND.

LAST TIME THERE WAS MENTAL GYMNASTICS DISCUSSED WITH THE CPMS. MATH, GYMNASTICS.

IT WAS AROUND STRONG TEACHERS AND I PUSHED BACK AND I WAS LIKE, HOW DO WE KNOW THAT THIS IS THE RIGHT INCREASE? AND I DON'T KNOW IF YOU WERE HERE, YOU WERE PART OF THOSE CONVERSATIONS.

DEFINITELY. DR. MATNEY WAS.

AND I WAS ASSURED THAT THERE WAS NO WAY STATISTICALLY POSSIBLE THAT WE WOULD BE ABLE TO REACH, YOU KNOW, I THINK IT WAS LIKE SIX PERCENTAGE POINTS.

THAT WAS STATISTICALLY IMPOSSIBLE.

THE FIRST TIME WE MONITORED IT, WE EXCEEDED IT.

SO THAT'S MY CONCERN WITH ADDING A BASELINE OUT OF OF ZERO WHEN WE DON'T KNOW WHAT THOSE NUMBERS ARE ALREADY BECAUSE THE MENTAL GYMNASTICS, MATH, GYMNASTICS DONE.

I, I DON'T FEEL COMFORTABLE WITH THEM RIGHT NOW AND I SHOULD BE ADDRESSING THIS TO YOU.

SORRY, BUT I FEEL LIKE I WOULD I WOULD FEEL A LOT MORE COMFORTABLE WITH A BLANK HERE JUST BECAUSE I WAS ASSURED PREVIOUSLY THAT THERE WAS IT WAS STATISTICALLY IMPOSSIBLE TO MEET THOSE REQUIRED, THOSE THAT THAT INCREASE.

AND WE MET IT RIGHT AWAY.

I DIDN'T ASK A QUESTION. OKAY, KATHY IS HERE FOR ROUND TWO.

OH, YOU WANT TO GO INTO CLOSE SESSION? DO WE WANT TO FINISH THIS DISCUSSION FIRST OR.

SO WE WILL GO INTO CLOSED SESSION.

[ADJOURN TO CLOSED SESSION UNDER SECTIONS 551.004, 551.071, 551.072, 551.073, 551.074, 551.076, 551.082, 551.0821, 551.083, 551.084, AND 551.089 OF THE TEXAS GOVERNMENT CODE FOR THE PURPOSES LISTED IN THIS NOTICE (Part 3 of 3) ]

OPEN MEETINGS ACT SUBSECTIONS 551551.004551.071551.072591.07355.

1.07455. 1.07655.

1.08255. 1.082155.

1.08355. 1.084551.09.

SHOULD BOARD FINAL ACTION, VOTE OR DECISION ON ANY MATTER CONSIDERED IN CLOSED SESSION BE REQUIRED.

SUCH FINAL VOTE ACTION OR DECISION SHALL BE TAKEN AT THE OPEN MEETING COVERED BY THIS NOTICE UPON THE RECONVENING OF THIS PUBLIC PUBLIC MEETING OR AT A SUBSEQUENT PUBLIC MEETING OF THE BOARD.

UPON THE NOTICE, THE BOARD HAS ADJOURNED TO CLOSED SESSION AT 2:17 P.M..

ALL RIGHT. GOOD AFTERNOON.

THIS MEETING IS NOW RECONVENED AT 2:46 P.M..

[RECONVENE IN OPEN SESSION]

[WORKSHOP TOPIC: CONSTRAINT PROGRESS MEASURES (Part 2 of 2)]

I THINK THAT I FACILITATE OUR BOARD ARE GOING TO GO FIRST, EXPLAIN SOME THINGS, AND THEN WE CAN HAVE A DISCUSSION FROM THERE.

AND I'M NOT SURE IF I.

IS IT ON OK? I DIDN'T SEE A LITTLE LIGHT, SO I WANT.

GOOD AFTERNOON.

CHAIR HERNANDEZ AND SUPERINTENDENT, HOUSE AND TRUSTEES.

SO THE PURPOSE FOR ME TO BE HERE TODAY TO FACILITATE THIS CONVERSATION IS REALLY TO SHARE WITH YOU WHAT YOUR ROLE AS THE BOARD IS AND WHAT THE SUPERINTENDENT AND SUPERINTENDENT'S TEAM IS AND DEVELOPING THESE CONSTRAINT PROGRESS MEASURES.

SO AS YOU KNOW, THE BOARD IS THE ENTITY THAT OWNS THE PROCESS FOR DEVELOPING BOTH GOALS AND CONSTRAINTS. THEN YOU TURN TO YOUR EDUCATIONAL EXPERT, WHICH IS A SUPERINTENDENT IN HIS TEAM, TO DEVELOP PROGRESS

[02:15:03]

IN THIS CASE, WE'RE TALKING ABOUT CONSTRAINT PROGRESS MEASURES, SO PREDICTIVE OF THE CONSTRAINT THAT CHALLENGE THE ORGANIZATION AND THAT ARE INFLUENCED BY THE SUPERINTENDENT, THEN YOUR JOB IS TO AGREE TO BE ABLE TO COME TO AGREEMENT WITH THOSE CRITERIA.

THIS CAN BE THE TRICKY PART ABOUT BEING A TRUSTEE, RIGHT, IS THAT THIS IS THERE IS A POINT, OBVIOUSLY, YOU HAVE SUPERINTENDENT AND HIS TEAM DO A LOT OF WORK AND RESEARCH IN TERMS OF DEVELOPING THESE PROGRESS MEASURES THAT ARE PREDICTIVE, THAT CHALLENGE YOUR ORGANIZATION AND THAT ARE INFLUENCED BY THE SUPERINTENDENT.

BUT AS A TRUSTEE, THERE MAY COME A TIME THIS IS NOT UNUSUAL.

THIS IS NOT A PHENOMENON JUST IN HOUSTON ISD IT COULD BE IN ANY SCHOOL DISTRICT AROUND THE COUNTRY WHERE YOU SINCE YOU'RE NOT THE EDUCATIONAL EXPERT AND I DON'T MEAN THAT TO BE A DEROGATORY IN ANY IN ANY PHRASE.

IT'S JUST THAT THAT YOU YOU EMPLOY A SUPERINTENDENT AND THEIR TEAM TO DO THOSE THINGS AND YOU MAY HAVE TO MAKE WHAT I REFER TO.

THIS IS JUST MY PHRASE.

THIS IS NOT THE LONESTAR GOVERNANCE TERMINOLOGY, BUT EVEN A LEAP OF FAITH.

THAT'S WHERE YOU SAY OK THE TEAM.

THE SUPERINTENDENT HAS PROVIDED US WITH DATA AS TO WHY THEY BELIEVE THAT THIS THAT THIS PROGRESS MEASURE IS PREDICTIVE, CHALLENGING AND ENFORCEABLE.

YOU MAY NOT 100% KNOW THAT.

THAT'S WHY THE PHRASE IS AGREE.

IT DOESN'T SAY THAT THE TRUSTEE HAS TO CONFIRM IT DOESN'T SAY THE TRUSTEE HAS TO GUARANTEE OR NOT EXCUSE ME, NOT THE TRUSTEE.

YOU AS A BOARD, IT SAYS THE BOARD MEMBERS AGREE ALONG WITH THE SUPERINTENDENT THAT THE THAT THE PROGRESS MEASURES ARE PREDICTIVE, CHALLENGING AND INFLUENTIAL.

SO IN THIS CASE, IT IS NOT MY POSITION HERE TO TO SPEAK TO WHETHER THIS IS AN EFFECTIVE PROGRESS MEASURE THAT SUPERINTENDENT HOUSE AND HIS TEAM'S JOB TO DO THAT.

AS I LOOK AT THIS, I SEE I SEE A BASELINE, I SEE A DEADLINE.

I HEAR FROM THE STAFF THAT THIS IS WHY THEY BELIEVE THAT THIS IS RELATED AND SO THEREFORE PREDICTIVE.

I DO WANT TO ADDRESS SOME QUESTIONS I HEARD EARLIER, LIKE ONE QUESTION.

I THINK THIS IS A GREAT QUESTION.

WE TALK A LOT ABOUT PHRASES LIKE INPUTS AND OUTPUTS AND OUTCOMES, RIGHT? WHEN WE'RE TALKING GOALS AND GOAL PROGRESS MEASURES, WE'RE WE'RE ALWAYS TALKING ABOUT OUTCOMES AND OUTPUTS, RIGHT? OUTCOMES OR THE GOALS OUTPUTS OR THE GOAL PROGRESS MEASURES.

BUT CONSTRAINTS ARE A LITTLE DIFFERENT.

CONSTRAINTS ARE OPERATIONAL, OPERATIONAL LIMITATIONS THAT ARE ACTUALLY PLACED ON THE ADMINISTRATION THAT WE WE JOKINGLY SAY THEY'RE THE THOU SHALT NOT TERMINOLOGY.

SO IT IS CERTAINLY APPROPRIATE BECAUSE THIS THIS CONSTRAINT ITSELF IS BASED UPON INPUTS.

SO IT'S CERTAINLY APPROPRIATE THAT CONSTRAINT PROGRESS MEASURES COULD BE BASED UPON INPUTS.

IF WE WERE HAVING A GOAL PROGRESS MEASURE CONVERSATION, THEN I WOULD I WOULD ANSWER THAT DIFFERENTLY.

BUT IT IS OKAY TO HAVE A CONSTRAINT.

SO I WANT I JUST I HEARD THAT QUESTION EARLIER.

I WANTED TO TO RESPOND TO THAT.

SO THOSE ARE THE COMMENTS I HAD.

I'M HAPPY TO ANSWER ANY QUESTIONS.

AGAIN, MY JOB IS TO ANSWER QUESTIONS UPON HOW THIS ALIGNS WITH THE LONESTAR GOVERNANCE FRAMEWORK.

I'LL DEFER TO THE EXPERTS ON IN TERMS OF THESE SPECIFIC PROGRESS MEASURES.

THANK YOU. THAT'S DECIDEDLY.

TRUSTEE DEIGAARD. COULD YOU, MADAM CHAIR? WOULD IT BE OKAY IF ROBBIE OR MR. MCGOWAN WOULD WALK US THROUGH MAYBE ONE BY ONE EACH OF THESE THREE CONSTRAINTS, SEE IF THEY MEET THE REQUIREMENTS IN THE FRAMEWORK AND SEE IF WE HAVE CONSENSUS ABOUT THAT.

AND WHERE WE DON'T HAVE CONSENSUS.

THOSE ARE THE AREAS WHERE WE COULD DIG IN A LITTLE BIT.

WOULD THAT BE OKAY WITH YOU AND WOULD THAT BE OKAY WITH YOU, MR. MCGOWAN? THE QUESTIONS MAY HAVE TO GO TO TO OTHER STAFFS OR TO STAFF.

I JUST THINK INSTEAD OF US GOING ONE BY ONE, LIKE IF WE'RE IN CONSENSUS, WE CAN MOVE ON.

AND IF WE'RE NOT, THEN THE AREAS WHERE WE'RE NOT IN CONSENSUS.

AND THAT'S WHERE WE SPEND OUR TIME.

IF YOU'RE OKAY WITH IT, MR. MCGOWAN, I WOULD SUGGEST THAT WE START WITH 2.2.

SINCE 2.1, MAYBE A LITTLE SEEMS TO BE THE ONE MOST AT QUESTION, RIGHT?

[02:20:04]

I MEAN, IT'S MORE COMPLICATED.

OKAY. OKAY. ALL RIGHT.

THAT'S FINE. I DON'T HAVE WELL, I DO I HAVE A COPY HERE ON MY LAPTOP, TOO, SO I CAN FOLLOW ALONG.

OH, ALL RIGHT. OKAY.

THANKS. SO.

LET'S START WITH 2.2. 2.39.

RIGHT. SO THIS.

SO. SO JUST FROM TECHNICAL REQUIREMENTS, CONSTRAINTS SHOULD HAVE A BASELINE THAT SHOULD HAVE A TARGET.

THEY SHOULD HAVE A THEY SHOULD HAVE A DEADLINE.

AND THESE THESE HAVE ALL OF THOSE.

I SEE A TARGET FROM 110 TO 90 OR BY 110 FROM I SEE A BASELINE OF 90 TARGET OF 200 AND I SEE A DEADLINE OF JUNE OF 2024.

SO THEY MEET THAT HAS ALL THE COMPONENTS.

AGAIN, BASED UPON THE PRESENTATION I HEARD, IT APPEARS THAT THE STAFF IS SAYING THEY ARE BOTH PREDICTIVE.

THEY WILL CHALLENGE THE ORGANIZATION AND THEY'RE INFLUENCED BY THE SUPERINTENDENT.

I HEARD ALL OF THOSE IN DR.

MARTINI'S PRESENTATION.

SO I IN TERMS OF LONESTAR STAR GOVERNANCE FRAMEWORK, I DON'T HAVE ANY CONCERNS ABOUT CONSTRAINT PROGRESS.

MEASURE TWO POINT POINTING. THAT'S HEARD.

SO I GUESS THE QUESTION FOR ME BECOMES, ARE THEY ABLE TO BE UPDATED MULTIPLE TIMES A YEAR? DO WE BELIEVE THAT THEY CHALLENGE THE ORGANIZATION TO FOCUS ON THE VISION TO UPHOLD THE COMMUNITY VALUES, THAT THEY'RE PREDICTIVE AND THEY'RE INFLUENTIAL? SO ARE WE ALL IN CONSENSUS? CAN AND I MAY HAVE TO DEFER TO STAFF CAN DATA BE PROVIDED MORE THAN ONCE A YEAR? DR. MATNEY. ON THESE, YES, WE CAN PROVIDE.

IT WOULD BE IN THE FORM OF UPDATES LIKE WHERE WE ARE WITH EACH OF THESE.

SO IF ONE SCHOOL IMPLEMENTS THIS EARLIER THAN THE OTHERS, WE'D BE ABLE TO SHOW WHERE WE ARE AND THAT TRAJECTORY FROM 90 TO 200.

OKAY. THANK YOU. THANK YOU.

AND WE'RE TALKING ABOUT 2.2 AND 2.3.

RIGHT. AND 2.2 RIGHT NOW.

2.2. YEAH. SO THEN THE NEXT.

I NOT TRYING TO BE MORE.

AND WE'RE DOING THIS MORE AS A DISCUSSION.

DO WE ALL AGREE THAT IT MEETS FOCUS FOR VISION AND GOALS, THAT IT WILL CHALLENGE THE ORGANIZATION TO FOCUS ON THE VISION, THAT IT WILL CHALLENGE YOUR ORGANIZATION TO UPHOLD COMMUNITY VALUES, THAT THEY'RE ALL PREDICTIVE OF THEIR RESPECTIVE CONSTRAINT, AND THEY'RE ALL INFLUENCED BY THE SUPERINTENDENT.

OR TO POINT TO SPECIFICALLY.

BASICALLY AGAIN, DOES IT CHALLENGE IT WHEN YOU SAY CHALLENGE THE ORGANIZATION, ESPECIALLY DUGARD SAID, YOU'RE SAYING DOES IT CHALLENGE YOUR ORGANIZATION TO FOCUS ON BOTH THE BOTH THE VISION AND THE VALUES OF THE COMMUNITY? SO FOR ANY ADULT, DO YOU DISAGREE WITH THAT? BECAUSE IF YOU DON'T DISAGREE, THEN WE CAN MOVE ON.

I BELIEVE IT'S.

OKAY. I ALSO DO NOT BELIEVE.

I THINK IT'S REDUCTIVE AND IMPLAUSIBLE.

I DON'T THINK IT'S CHALLENGING.

TWO POINT. SO WHEN THERE'S A QUESTION I WILL SAY THIS WHEN THERE'S A QUESTION ABOUT CHALLENGING, I THINK YOU NEED TO AGAIN DEFER TO THE SUPERINTENDENT AND AND HIS TEAM TO TO GIVE YOU A RESPONSE TO THAT, A QUESTION AS TO WHY YOU BELIEVE WHY THEY BELIEVE THAT IT WILL CHALLENGE YOUR ORGANIZATION.

WAIT. YES, I AS YOU MENTIONED EARLIER, I WOULD HAVE TO DEFER TO THE SUPERINTENDENT AND THE ADMINISTRATION BASED ON WHAT I HEARD EARLIER.

THEY ARE LOOKING AT THIS DATA BASED ON THE WORK STUDY THAT WAS GIVEN TO THEM.

WHETHER WE AGREE OR NOT WITH WHAT THE HERC SAID HE CAME UP WITH.

THAT'S A WHOLE NOTHER CONVERSATION.

BUT FROM WHAT THEY WERE USING AS A DATA POINT.

THAT THEY DEFINED EARLIER.

I BELIEVE THAT THAT WAS SOMETHING THAT WAS ADDRESSED IN THAT DATA POINT AND THEREFORE.

IT IS A STARTING POINT TO CHALLENGE THE ORGANIZATION.

WELL, ONE THING I'LL SAY ABOUT CHALLENGING IS YOU ARE YOU ARE ACTUALLY RIGHT NOW CURRENTLY EXERCISING WHAT THE THE BOARD DOES HAVE AN AVENUE OF ACTION.

IF CONSTRAINT PROGRESS MEASURES PROVE TO NOT BE CHALLENGING.

THAT'S THE REASON YOU'RE HAVING THIS CONVERSATION TODAY IS THAT YOUR PREVIOUS CONSTRAINT PROGRESS MEASURES.

I WOULD I WOULD ENCOURAGE YOU DON'T I REALIZE THERE MAY BE THIS HUMAN NATURE TO SAY, OH, WE DON'T WANT TO WE DON'T WANT TO ADOPT

[02:25:08]

BUT BUT IF IT GIVES YOU ANY SOLACE OR ANY ANY ENCOURAGEMENT, YOU KNOW, IF WE'RE 18 MONTHS FROM TODAY, IF WE'RE HAVING THIS CONVERSATION THAT IT WAS CHALLENGING, YOU CAN YOU CAN CHANGE.

YOU KNOW, I KNOW THERE'S TO TO SCORE THE HIGHEST YOU CAN IN THE VERY LAST CRITERIA OF LONE STAR GOVERNANCE AND SYNERGY AND TEAMWORK TO GET MASTER'S FOCUS. IT DOES STATE THAT YOU HAVEN'T CHANGED YOUR CONSTRAINT.

PROGRESS MEASURES WITHIN A SUPERINTENDENT'S EVALUATION CYCLE.

THAT'S THAT'S ABOUT THE SUPERINTENDENTS EVALUATION AND I AGREE THAT'S TO BE TRUE YOU DON'T WANT A MOVING TARGET TO TO EVALUATE YOUR YOUR YOUR LEADER BUT YOU DO HAVE THE ABILITY TO COME BACK AND MODIFY THESE IF THEY PROVE IF THE BAR NEEDS TO BE RAISED, I GUESS.

I DON'T HAVE ANY OTHER COMMENTS ON 2.2, BUT I'D BE HAPPY TO ANSWER ANY QUESTIONS THAT YOU MIGHT HAVE.

I GUESS MY QUESTION WOULD FOR THIS ONE WOULD BE.

HOW IS 110 CHALLENGING? SO WHAT WE DID IS WE LOOKED AT WHAT WE WANTED OUR TARGET TO BE, AND THERE ARE SCHOOLS THAT DON'T HAVE THE SPACE FOR THIS.

SO WE WHAT WE WHAT WE INTENDED WAS EVERY SCHOOL NEEDS THIS.

EVERY SCHOOL NEEDS A MINI WAL MART IN THEIR CAMPUS, BUT NOT EVERY CAMPUS HAS THE SPACE.

WE HAVE SOME CAMPUSES THAT THAT ARE STRUGGLING TO.

AND WE HAVE HUB CAMPUSES TAKING THOSE STUDENTS BECAUSE WE JUST DON'T HAVE THE PHYSICAL SPACE FOR THIS.

SO WE HAD TO BACK OUT THAT NUMBER A LITTLE BIT TO ACCOUNT FOR FOR THAT REALITY.

AND IN THE BASIC NEEDS RESOURCE SPACE IS IT NEEDS TO BE A VERY LARGE SPACE.

IT IS IT'S NOT JUST A CLOSET OR A DRAWER SOMEWHERE.

SO WE HAD TO TAKE INTO ACCOUNT WHAT RESEARCH SAYS NEEDS TO BE WHAT A BASIC NEEDS RESOURCE SPACE LOOKS LIKE AND NOT MODIFY THAT DOWN.

WE WANT IT TO BE AT THE HIGHEST LEVEL OF EXPECTATION AND THEN WITH THE UNDERSTANDING THAT NOT EVERY CAMPUS PHYSICALLY CAN GET THERE.

THAT'S WHERE WE LANDED ON THE 110.

IT CHALLENGES THE ORGANIZATION BECAUSE THERE ARE SOME CAMPUSES THAT WE'RE GOING TO HAVE TO WE'RE GOING TO HAVE TO FIND THAT THAT SPACE SOME IT'S VERY EASY.

THEY THEY ARE NOT AT CAPACITY AND WE'LL BE ABLE TO LOCATE THAT SPACE.

AND THEN WE ALSO HAVE TO ALLOCATE RESOURCES TO STOCK THOSE ROOMS TO THE EXTENT THAT WE KNOW IS THE HIGHEST LEVEL OF EXPECTATION FOR US.

WE DON'T WANT THERE TO BE A DIFFERENCE IN QUALITY OF THESE RESOURCE SPACES FROM ONE ONE CAMPUS TO THE OTHER.

WE WANT TO MAKE SURE THAT WE ARE SHIFTING ALLOCATE RESOURCES TO ENSURE THAT WE ARE PURCHASING, GETTING ALL THESE THINGS DONATED, WHICH TAKES TIME AND RESOURCES TO MAKE SURE THAT THEY ARE SERVING OUR OUR STUDENTS AT THE BEST ABILITY.

SO THERE'S ABOUT 80 CAMPUSES THAT DON'T HAVE SPACE.

THERE ARE RIGHT NOW WE ARE ONLY AT 90, BUT THERE IF WE'RE AT ABOUT 280 CAMPUSES, IT IS WITH THIS IT IS POSSIBLE THAT IF WE MEET THE TARGET, WE WOULD STILL BE SHY OF 100% OF OUR CAMPUSES.

YES. SO THERE'S ABOUT 80 CAMPUSES THAT DON'T HAVE A SPACE FOR A RESOURCE ROOM.

I DON'T HAVE THE EXACT NUMBER IN FRONT OF ME, BUT WE DID USE THAT THAT DATA.

AND WE DON'T HAVE 80 AT CAPACITY, BUT WE DID ALLOW SOME FLEXIBILITY KNOWING SOME OF THE CAMPUSES ARE LIKE DAPPY THAT'S NEXT DOOR TO SOMETHING ELSE. AND SO IT'S POSSIBLE THAT THAT CAMPUS COULD HAVE THEIR NEEDS MET THROUGH OUR NEXT DOOR NEIGHBOR, EVEN THOUGH THEY THEMSELVES DON'T HAVE A RESOURCE ROOM.

OKAY. DO WE KNOW HOW MANY CAMPUSES DO NOT HAVE SPACE? DO NOT HAVE THE PHYSICAL SPACE FOR A RESOURCE ROOM? NOT. NOT HERE.

BUT THAT WAS DATA THAT WE USED TO COME UP WITH THIS.

WE CAN GET THAT. ANY FURTHER DISCUSSION ON THIS? YES. I HAD A COMMENT BECAUSE THE COMMENT I WANTED TO MAKE IS, IS THAT TEN YEARS AGO I WORKED FOR ONE OF THE LARGEST EMPLOYERS IN HOUSTON, WHICH WAS THE CITY OF HOUSTON, AND I SERVED DIRECTLY FOR THREE MAYORS THE LAST THREE BEFORE SYLVESTER TURNER AND PARKER.

I THINK IT'S BEEN A LONG TIME GETTING GET A LITTLE OLDER.

PARKER, BILL WHITE AND LEE BROWN.

AND, YOU KNOW, AFTER LEARNING EARLIER THAT THIS CPI-M WAS IMPLEMENTED IN 2017, IT WAS OBVIOUSLY APPROVED BY A BOARD.

UM. I AGREE WITH MY COLLEAGUE TO MY LEFT TRUSTEE WAY THAT I HAVE TO DEFER TO THE EXPERTISE OF THE CEO

[02:30:07]

IT IS. HE'S LIKE THE MAYOR OF THE SCHOOL BOARD.

SO I HAVE TO DEFER TO HIS EXPERTISE AND LOOK AT THE OVERALL PICTURE.

YOU KNOW, I UNDERSTAND WHAT I SAID EARLIER.

THAT IS REALLY NOT CHALLENGING, BUT I'M LOOKING AT THE WHOLE PICTURE NOW.

AND SO I'M JUST GOING TO JUST JUST RELY ON YOUR EXPERIENCE.

MR. HOWES.

AND MOVE FORWARD WITH IT.

TRUSTEE, ALAN. I JUST WANTED TO SAY I CAN SEE THAT IT WOULD BE CHALLENGING BECAUSE I KNOW OFF CAMPUS IS LIKE A HOBBY. I KNOW IT'S NOT ONE OF MY CAMPUSES, BUT I DO KNOW THAT THERE WERE PEOPLE THAT WERE TRYING TO GIVE THEM RESOURCES AND THEY COULD NOT TAKE THE RESOURCES BECAUSE THEY DIDN'T HAVE A ROOM TO PUT THE RESOURCES IN, NOT EVEN A TABLE TO PUT THE RESOURCES.

YOU KNOW, IF WE COULD STICK IT IN A CORNER AND PUT IT ON THE TABLE SO THEY WEREN'T ABLE TO TAKE UP RESOURCES FOR THEIR CAMPUS, EVEN THOUGH IT WAS DEARLY NEEDED.

SO I UNDERSTAND THE NEED.

SO I UNDERSTAND THE ADMINISTRATIVE VIEW JUST IT JUST OCCURRED.

SO I DEFINITELY AGREE THAT THERE'S A NEED.

AND TO ME, THAT'S NOT THE QUESTION.

I THINK I SEE IT AS IS THIS SOMETHING? AND HELP ME UNDERSTAND, COACH MCGOWAN, LIKE, IS THIS SOMETHING THAT WE SHOULD BE HOLDING THE SUPERINTENDENT ACCOUNTABLE FOR? I THINK TO ME IT MAKES MORE SENSE FOR THIS TO BE SOMETHING SOMEONE ELSE IN THE DISTRICT IS HOLDING SOMEONE IN WRAP AROUND RESPONSIBLE FOR.

I JUST THAT'S WHAT I'M STRUGGLING WITH.

TRUSTEE. CRUZ. SO MY RESPONSE TO THAT IS YOU WHILE YES YOU ARE, YOU ARE HOLDING THE SUPERINTENDENT RESPONSIBLE TO CONSTRAINT PROGRESS MEASURES JUST LIKE GO PROGRESS MEASURES ARE A PART OF THE SUPERINTENDENT EVALUATION.

IF YOU THINK ABOUT IT, THIS IS REALLY A WAY THAT YOU COLLABORATIVELY WITH THE SUPERINTENDENT, DEVELOP WHAT WHAT THE SUPERINTENDENTS EVALUATION IS GOING TO BE.

YOU AS A BOARD ULTIMATELY SAY THAT THE CONSTRAINT IS WHAT YOU'RE GOING TO HOLD THE SUPERINTENDENT RESPONSIBLE FOR.

AND THEN YOU ASK THE SUPERINTENDENT, IN YOUR PROFESSIONAL OPINION, WHAT ARE THREE WAYS THAT WE CAN MEASURE PROGRESS TOWARDS THAT? SO IT'S REALLY.

SO I GUESS THE QUESTION IS, IF THE QUESTION IS, IS THIS SOMETHING WE SHOULD HOLD THE SUPERINTENDENT ACCOUNTABLE FOR, I HAVE TO BELIEVE IT IS.

IF THE SUPERINTENDENT HIMSELF, ALONG WITH THE STAFF, ARE SAYING WE BELIEVE THIS IS AN IMPORTANT MEASURE THAT WOULD HELP US GET ULTIMATELY TO THE CONSTRAINT THAT YOU'VE THAT YOU'VE PLACED UPON UPON HIM.

FEELING. SO WE ASK THE ADMINISTRATION TO ADDRESS THE CONGRESS MEASURE BECAUSE IT IS ALREADY.

A PROBLEM OR WE ALREADY SAW IT.

SO WE TASKED THE DEPARTMENT AND OR THE SUPERINTENDENT TO TASK A DEPARTMENT.

TO BRING US BACK NEW PROGRESS MEASURES BASED ON SOMETHING THEY.

SOMETHING. THEY CHOSE TO USE A HERC STUDY OR SOME OTHER INFORMATION THAT WAS ACTUAL DATA THAT WAS ATTAINABLE TO MAKE THESE MEASURES PROGRESS MEASURES.

SO. AND THAT UNTIL WE KNOW HOW THEY THE RESULTS OF THEM, I DON'T BELIEVE WE KNOW IF THEY'RE CHALLENGING THE ORGANIZATION OR NOT.

BUT NOW WE HAVE TO TRUST THAT THEY WILL BRING US TO A CONSENSUS OF THIS.

THIS IS A WHEN WE READDRESS OUR GOALS.

IS THIS SOMETHING THAT WE NEED TO BE? KEEPING AS A GOAL PERIOD.

SO I THINK THAT'S A FOR.

FUTURE DISCUSSION WHEN WE ADDRESS THE GOALS AGAIN.

SO MY TAKE IS FOR NOW, BASED ON WHAT WE HAVE OR WHAT THE ADMINISTRATION HAS USED.

WE'LL HAVE TO. TRUST THAT THAT'S GOING TO DO IT.

SO. THAT'S MY.

TRUSTEE. BAKER AND THEN TRUSTEE.

FINALLY, I JUST LIKE TO SAY THAT I DO REALIZE THAT AND I'VE SEEN THE WRAP AROUND THE APARTMENT FOR MYSELF IN ACTION, AND I BELIEVE THESE SERVICES HELP LEARNING IN SO MANY WAYS, HELP CHILDREN STAY FOCUSED ON READING, WRITING BECAUSE

[02:35:06]

SO IN THE WHOLE SCHEME OF THINGS, IT DIRECTLY IMPACTS I BELIEVE IT IMPACTS READING, I BELIEVE IT IMPACTS THEIR MENTAL STATE.

YOU KNOW, WHEN THEY GO TO THE CLASSROOM, HOW SAFE THEY ARE.

THE WRAPAROUND SECTION.

SO I SEE I HAVE A DIFFERENT PERSPECTIVE.

AND ALSO, AGAIN, I DEFER TO HIS SUPERINTENDENTS, HIS PROFESSIONAL INPUT ON THIS.

JESSIE DAUGAARD. THE ONE CONCERN I'VE HAD ABOUT THE LANGUAGE OF 2.2 IS IT'S PREDICTABILITY OF THE CONSTRAINT.

AND, YOU KNOW, IN LISTENING TO THIS CONVERSATION AND ALSO LAST WEEK, I THINK.

THE KEY WORD IN ALL OF IT HAS BEEN EFFECTIVE.

AND I THINK WHAT I'M HEARING FROM THE ADMINISTRATION IS THIS RESEARCH SHOWS THAT THIS IS AN EFFECTIVE.

INPUT OF WRAPAROUND SERVICES.

AM I HEARING THAT CORRECTLY? AND BUT WHAT I'M HEARING FROM SOME OF MY COLLEAGUES IS CONCERNED THAT IT'S NOT WE DON'T KNOW IF IT'S PREDICTIVE OF EFFECTIVENESS ON STUDENT IMPACT.

WOULD THAT BE A CORRECT UNDERSTANDING OF WHAT I'M HEARING OF CONCERN? AND IF SO, THAT COMES DOWN TO THE LANGUAGE OF THE CONSTRAINT.

AND I DON'T KNOW THAT WE AT THIS POINT IN TIME, ESPECIALLY SINCE WE'RE EMBARKING ON.

POTENTIALLY REVISING ALL OF THESE ANYWAY, THAT WE NEED TO BE DIVING INTO, REVISING THE LANGUAGE OF THE CONSTRAINTS.

SO I THINK I CAN AGREE THAT IF WE'RE INTERPRETING EFFECTIVENESS AS RESEARCH BASED BEST PRACTICE, THAT IT WOULD BE PREDICTIVE OF THE CONSTRAINT.

SO WE WANT TO MOVE ON TO 2.3.

THREE. SO AGAIN, JUST JUST IN TERMS OF THE MINIMUM REQUIREMENTS, THERE IS A BASELINE, THERE IS A TARGET, THERE IS A DEADLINE.

AGAIN, I THINK SIMILAR TO OUR PREVIOUS CONVERSATION THAT THAT THIS EVEN THOUGH THESE ARE INPUTS, THE ENTIRE CONSTRAINT IS ABOUT INPUT.

SO THAT'S OKAY. I HAVE NO PROBLEM WITH INPUTS BEING ONE OF THE THE PROGRESS MEASURES WITH THIS AND THEN KIND OF LIKE YOUR ARE SIMILAR TO YOUR CONVERSATION ABOUT 2.2, THE ADMINISTRATION HAS SHOWN THAT THEY HAVE BASED THIS ON ON DATA AND ON RESEARCH THAT THEY'VE RECEIVED.

SO. YOU KNOW, THE QUESTION BEFORE THE BOARD IS, AGAIN, DO YOU AGREE? DO YOU HAVE AGREEMENT? NOT ASSURANCE, BUT DO YOU HAVE AGREEMENT THAT THEY ARE PREDICTIVE, CHALLENGING AND AND AND ABLE TO BE INFLUENCED? A DISCUSSION.

DISAGREE. OKAY.

DO WE WANT TO DO? 2.1.

FOR 2.1 OR MY COMMENTS ON 2.1.

YES. OR OKAY.

SO YEAH, I WAS TOLD THERE WOULD NOT BE MATH ON THIS TEST.

NO, I'M JOKING. SO THERE IS NO I DO HAVE A QUESTION IN TERMS OF THAT I CAN'T REALLY ANSWER IN TERMS OF INTERPRETING THIS. LET ME I INTERPRET THIS AS WE'RE GOING TO WE DO HAVE A BASELINE.

SO TECHNICALLY WE HAVE A BASELINE.

WE HAVE A TARGET, WE HAVE A DEADLINE.

SO IT MEETS THOSE MINIMUM REQUIREMENTS.

I INTERPRET THIS AS I UNDERSTAND THE FACT THAT WE KIND OF GO BACK EVERY YEAR.

WE'RE LOOKING AT STUDENTS, YOU KNOW, STUDENTS THAT BEGIN AS AT TIER THREE DUE TO IT.

AND THAT'S AND HOW MANY OF THOSE ARE WE MOVING? SO I GUESS THE QUESTION IS IF IF THIS IN FACT, MAYBE IT'S NOT A QUESTION, LET ME GIVE YOU MY INTERPRETATION.

I'M READING THIS, INTERPRETING THIS, THAT THIS IS THE DELTA THAT WE'RE EXPECTING THE DELTA BECAUSE THIS IS A ONE YEAR.

SO SO I THINK THIS WOULD LOOK DIFFERENT IF THIS WERE A MULTI YEAR WRITTEN AS A MULTI YEAR, WHICH OFTEN OFTENTIMES THEY MAY BE.

BUT AND WITH OUR CADENCE AND OUR SCHEDULE RIGHT NOW, IT'S JUST A ONE YEAR I READ THAT THIS IS THAT WE'RE GOING TO HAVE A 5% DELTA, THAT WE'RE GOING TO MOVE 5%.

THAT'S HOW I'M INTERPRETING THIS OF STUDENTS FROM TIER THREE TO TIER TWO, THOSE TIER THREE THAT ARE IDENTIFIED AS TIER THREE BY TEN, THAT'S THAT WE'RE GOING TO MOVE THOSE WITHIN A YEAR. SO IF THIS WERE WRITTEN, LET'S SAY THIS WERE TO GO THROUGH 2026, IT MAY BE THAT WE'RE GOING TO MOVE 5% PER YEAR

[02:40:03]

BUT WE'RE NOT SO WE'RE WE'RE DOING A ONE YEAR CONSTRAINT PROGRESS MEASURE.

SO THAT'S I DO SEE THAT AS A BASELINE.

I SEE IT AS A TARGET.

I SEE IT AS A DEADLINE.

AGAIN, I'LL GO BACK TO MY SAME ANSWERS ON THE OTHERS.

IF THE STAFF HAVE SAID THAT THIS IS BASED UPON THE DATA AND THE RESEARCH THERE, IT CERTAINLY SEEMS TO ME TO BE BOTH RELATED AND I'LL HAVE TO DEFER TO THEM IN TERMS OF WHETHER IT IS ENFORCEABLE AND AND CHALLENGING TO THE ORGANIZATION.

DISCUSSION FOR SPEAKERS.

SO FOR THE ADMINISTRATION, BECAUSE I'M STILL PERPLEXED ABOUT NOT HAVING A CLEAR BASELINE, BUT HOW DID YOU GET TO FIVE PERCENTAGE POINTS? SURE.

SO WE LOOKED AT HOW MANY STUDENTS ARE IN OR ARE IN TIER THREE FOR ATTENDANCE, RIGHT? WELL, NOT TIER THREE.

HOW MANY STUDENTS HAVE MORE THAN TEN ABSENCES FOR THE FALL RIGHT NOW? IT IS, UNFORTUNATELY, A SIGNIFICANT NUMBER OF STUDENTS THAT HAVE MORE THAN TEN ABSENCES.

DISTRICTWIDE. SO WE LOOKED AT HOW MANY STUDENTS.

LOOKING AT OUR RESOURCES, EXPANDING RESOURCES TO BE ABLE TO WORK WITH STUDENTS DURING THE SPRING SEMESTER TO BECAUSE THOSE THOSE TEN OR MORE ABSENCES AREN'T GOING AWAY. THOSE ARE STILL GOING TO BE THERE.

BUT AS YOU ADD MORE DAYS, THE IMPACT OF THOSE TEN GET LESS AND LESS IS IF THEY ATTEND EVERY DAY SPRING SEMESTER.

THEN WE'RE LOOKING AT STUDENTS MOVING FROM TIER THREE TO EVEN TIER ONE IF THEY'RE PRESENT EVERY DAY SPRING SEMESTER.

SO WE HAD TO LOOK AT HOW MUCH WE CAN REALLY INFLUENCE.

WHY ARE STUDENTS NOT COMING TO SCHOOL? WHY ARE STUDENTS IN ALL THOSE REASONS? SO WE SET IT AT 5% BECAUSE THAT'S STILL A HEAVY LIFT AS A SIGNIFICANT NUMBER OF STUDENTS.

AND WHEN YOU CONSIDER THIS TYPE OF WORK, IT IS INDIVIDUAL STUDENT WORK.

IT TAKES TIME TO REALLY HAVE CONVERSATIONS WITH THE FAMILIES BECAUSE WE'RE NOT JUST TALKING TO STUDENTS ABOUT WHY YOU'RE NOT COMING TO SCHOOL, WE'RE TALKING TO FAMILIES, WHAT IS THE CONTEXT? AND SO LOOKING AT WHAT TYPES OF MUSCLE THAT TAKES TO MOVE THOSE FIVE PERCENTAGE POINTS IS SIGNIFICANT GIVEN WHAT WHAT THIS WORK LOOKS LIKE.

SO BASED ON.

THE BALLPARK NUMBER OF STUDENTS.

HOW MANY STUDENTS, DESPITE PERCENTAGE POINTS, I KNOW YOU'RE NOT GOING TO HAVE A CLEAR NUMBER, BUT BASED ON THE DATA YOU WERE LOOKING AT WITH STUDENTS THAT HAD TEN OR MORE ABSENCES. THE TOP OF MY HEAD.

BUT IT WAS WELL OVER 15,000 STUDENTS THAT HAD TEN OR MORE ABSENCES.

OF THOSE 5%, OH, THAT WAS 5%.

GOTCHA. OKAY.

UM. IS THAT RIGHT? NO. NO. SO I GUESS MY.

TO BE HONEST.

NO, IT WAS 15 TOTAL OK.

OKAY. OH, GOT IT.

OKAY. SO THEN 5% OF THE 15 WOULD BE.

I CAN'T THINK ABOUT THAT. SO MY QUESTION FOR COACH MCGOWAN IS SO NOT HAVING A BASELINE.

WE'VE BEEN HERE TOO LONG.

750. OKAY.

SO NOT HAVING LIKE I KNOW THAT TECHNICALLY THERE'S A BASELINE BECAUSE IT'S 0%.

I GUESS MY QUESTION IS LIKE.

IS THAT ACCEPTABLE, LIKE TO JUST HAVE 0% INSTEAD OF WAITING UNTIL WE ACTUALLY HAVE A BASELINE? WHO ACTUALLY I THINK EITHER IS ACCEPTABLE.

I UNDERSTAND.

I HEARD THE EXPLANATION AS TO WHY THERE'S NOT BECAUSE THE DATA HASN'T BEEN CAPTURED.

AND SO, AGAIN, I'LL GO BACK TO YOU DO HAVE THE WHEREWITHAL TO BE ABLE TO CHANGE THIS.

AGAIN, TECHNICALLY, YOU WOULDN'T WANT TO CHANGE IT, YOU KNOW, OR IDEALLY, NOT TECHNICALLY.

IDEALLY, YOU DON'T WANT TO CHANGE THESE THINGS WITHIN A SUPERINTENDENCE APPRAISAL CYCLE, RIGHT.

BECAUSE YOU'RE HOLDING THAT.

YOU DON'T WANT TO HAVE A MOVING TARGET FOR AN APPRAISAL.

BUT HAVING SAID THAT, YOU HAVE THE ABILITY TO DO THAT.

SO YOU COULD EITHER WAIT UNTIL YOU ESTABLISHED A BASELINE OR YOU COULD GO WITH THIS BASELINE.

[02:45:01]

AND SO I REALLY THINK IT'S A QUESTION OF THE BOARD'S APPETITE FOR HOW QUICKLY YOU WANT TO MOVE FORWARD WITH OR THE TIMING YOU WANT TO MOVE FORWARD WITH ADOPTING THESE THAT TALK ABOUT WAITING.

SO WE ACTUALLY DID HAVE THAT CONVERSATION AROUND.

DO WE PAUSE THIS, WAIT FOR THE BASELINE, BRING IT BACK AGAIN.

AND THE REASON WE CHOSE NOT TO IS THERE IS NO BOARD MEETING IN JULY AND ADMINISTRATION HAS TO MAKE CHANGES AND MOVES IN ORDER TO PREPARE FOR DAY ONE. WHEN STUDENTS COME TO US, STARTING WITH WITH MAKING SURE THEY'RE NOT IN TIER THREE NOW, WE'RE GOING TO DO THAT ANYWAY, BUT STARTING TO TRACK IT AND EXPENDING TIME AND RESOURCES ON ON CHANGING THE SYSTEM FOR TRACKING.

WE WANTED TO BE ABLE TO GO AHEAD AND HAVE CONFIRMATION THAT THIS PROGRESS MEASURE WAS A GO BEFORE WE START EXPENDING ADDITIONAL PIECES AROUND THAT PROGRAMING AND AND WORK IS THAT.

THAT'S. SO YOU'RE STILL ABLE TO DO THAT, EVEN THOUGH IF WE PUT AN X FOR THE BASELINE, WE CAN STILL HAVE THOSE FIVE PERCENTAGE POINTS.

WE DON'T HAVE. WE CAN WAIT TILL AFTER JULY, IS THAT CORRECT? SO THAT THAT EASES OUR CONCERN AROUND OURS IS REALLY ABOUT THE FIRST THREE LINES, NOT AS MUCH ABOUT THE NUMBERS.

IF WE HAVE COMMITMENT THAT, YES, MONITORING TIER THREE TO TIER TWO ATTENDANCE, THEN WE KNOW THAT WE CAN MOVE FORWARD WITH MAKING THOSE CHANGES IN THOSE ADAPTATIONS.

AND THEN ONCE WE HAVE THAT IN JUNE, BEING ABLE TO TO ROLL WITH IT, THEN I FEEL A LOT MORE COMFORTABLE ADDING THAT TO THE BASELINE.

JUST BECAUSE WE KNOW THAT STUDENTS ARE MOVING CURRENTLY FROM TIER THREE TO TIER TWO AND AND ACCEPTING THE REST OF THE CPMS, JUST SUPER TO KNOW HOW MUCH TIME THAT YOU PUT INTO MAKING THIS NEW PROPOSAL AND HOW MUCH ABOUT HOW MUCH OF AN INVESTMENT THAT YOU PUT INTO IT.

THERE'S THERE'S BEEN QUITE A BIT OF TIME BETWEEN RESEARCH, ACCOUNTABILITY, OF COURSE, COUNSELING AND WRAPAROUND SERVICES.

I DON'T KNOW THE TOTAL NUMBER OF MAN AND WOMAN HOURS SPECIFICALLY, BUT THERE'S BEEN QUITE A BIT OF PLANNING THAT HAS SCAFFOLD UP IN DOWN.

I THINK THAT'S INTERESTING.

I THINK IT'S INTERESTING TO KNOW AND FOR US AS A BOARD, TO TAKE AN ACCOUNT THAT STAFF HAS PUT TIME AND MINDS AND MONEY INTO THIS.

AND SO WE HAVE TO UNDERSTAND THE IMPORTANCE OF THE WHOLE PICTURE AND NOT KEEP JUST, YOU KNOW, BEATING IT DOWN.

THAT'S ALL I'M SAYING.

JUST YES, I'M JUST IN AGREEMENT WITH HAVING A BASELINE VERSUS HAVING AN X.

THERE'S BETTER TO HAVE SOMETHING THAN NOTHING.

AND EVEN THOUGH THE ZERO IS NOTHING BUT THE ZERO BASELINE IS TO SOMETHING THAT WE HAVE TO COME BACK TO.

AND IT MAY STILL END UP BEING A ZERO BASELINE.

ANY FURTHER DISCUSSION.

JUST KNEW THAT THE LAST TIME WE HAD AN X IN SOMETHING OUR CONSTITUENTS WERE VERY CONCERNED ABOUT X BEING IN THEIR.

SO WITH A SIDEBAR WITH MY ESTEEMED COLLEAGUE OVER HERE, SHE REMINDED ME SO BEAUTIFULLY THAT IN AUGUST IT'S STILL GOING TO BE ZERO BECAUSE EVERYBODY STARTS THE SCHOOL YEAR AT ZERO.

SO EVEN WHEN WE LOOK AT THIS YEAR'S ATTENDANCE RATES, THOSE ARE DIFFERENT STUDENTS AND THEY START OVER.

SO WE WON'T KNOW REALLY THAT BASELINE UNTIL WE'LL KNOW WHAT FIVE PERCENTAGE POINTS WAS BECAUSE WE WERE LOOKING AT AT ATTENDANCE RATES.

WE'LL KNOW WHAT THE FIVE PERCENTAGE POINTS, HOW MANY STUDENTS THAT IS FROM THIS PAST YEAR, THE YEAR WE'RE IN RIGHT NOW.

BUT THEY'RE STILL GOING TO START THE YEAR AT ZERO.

HOW MUCH ANYBODY DISCUSSION SESSION? I YOU KNOW, I REALLY JUST WANT TO SAY THANK YOU FOR PROVIDING THE SPACE AND TO COACH MCGOWAN FOR PARTICIPATING IN THIS, BECAUSE WE FINALLY GOT WHERE I THINK WE NEEDED TO GO.

BUT I THINK EVERYBODY.

NOW UNDERSTANDS.

SO THANK YOU ALL. ALL RIGHT.

THANK YOU, MR. SUPERINTENDENT.

THANK YOU, DR. MATNEY AND MR. MCGOWAN FOR YOUR COMMENTS.

THIS CONCLUDES OUR WORKSHOP DISCUSSION.

WE WILL NOW TAKE A BRIEF BREAK, BUT WE'RE NOT DONE BECAUSE WE HAVE ANOTHER WORKSHOP FOR I.

[02:50:08]

WELL, OUR TEAM NEEDS SOME TIME TO DO SOMETHING TO THE TECHNOLOGY.

SO WE WILL TAKE A TEN MINUTE BREAK.

WE WILL RECONVENE AT 333.

[RECONVENE IN OPEN SESSION]

[BOARD MEMBER TRAINING ON ILEGISLATE]

BRIAN KINCAID, MANAGER.

POLICY MANAGEMENT IS LEADING TODAY'S BOARD MEETING.

TRAINING BRIAN OR.

MRS. EMILY SMITH.

DO YOU WANT TO GET US STARTED? O'BRIEN.

HELP US OUT AND MAKE SURE EVERYBODY IS WHERE THEY'RE SUPPOSED TO BE.

SO WE HAVE WORKED REALLY HARD TO MASTER THE INS AND OUTS OF LEGISLATE, AND OUR TEAM HAS BEEN WORKING WITH THE VENDOR.

WE'VE HAD MULTIPLE MEETINGS, WE'VE BEEN TROUBLESHOOTING WITH OUR I.T DEPARTMENT.

WE'VE BASICALLY LEARNED THAT.

EVERYTHING THAT WE HAVE DONE TO MAKE THIS A SEAMLESS CONNECTIVITY ISSUE IS NOT GOING TO BE 100% RELIABLE IN EVERY MEETING. SO THE VENDOR OFFERED US ANOTHER TOOL CALLED VOTE CAST, WHICH IS THEIR VOTING PLATFORM THAT IS ON HARDWIRED INTO THE COMPUTER.

SO WE WILL NOT BE USING WI FI FOR THE VOTING ASPECT OF THE MEETING.

SO I THINK WHAT WE DECIDED IS IT'S SAFER FOR US TO PIVOT TO A DIFFERENT TYPE OF VOTING SYSTEM.

YOU WILL STILL BE USING YOUR APP AND YOUR IPAD TO TAKE NOTES AND TO READ THE AGENDA PACKET.

BUT THE ACTUAL MEETINGS VOTING PROCESS WILL HAPPEN AT YOUR STATION, AT THE COMPUTER THAT IS CONNECTED TO THE MONITOR AT YOUR STATION. SO THIS IS GOING TO BE A CHANGE BECAUSE WHAT THIS MEANS IS WE WILL NO LONGER BE PROJECTING THE PRESENTATION TO THE MONITOR IN FRONT OF YOU, BECAUSE NOW WE'RE GOING TO NEED TO USE THAT MONITOR FOR YOU TO LOOK AT THE VOTING SCREEN BECAUSE THE MONITOR IS CONNECTED TO A LAPTOP IN THE CONTROL ROOM. AND THAT'S WHY IT'S HARDWIRED.

SO TO MAKE SURE THAT WE DON'T HAVE ANY CONNECTIVITY ISSUES IN ANY OF OUR FUTURE MEETINGS, WE HAVE TO MOVE TO THE WIRED SYSTEM.

YOU'LL STILL SEE WHATEVER THE PRESENTER HAS PROJECTED ON THIS SCREEN, IT WILL STILL BE ON THE SCREEN BEHIND YOU AND EVERYTHING THAT THEY'RE PRESENTING WILL BE IN YOUR SHAREPOINT.

SO YOU ACTUALLY CAN USE YOUR IPAD TO LOOK AT THE ATTACHMENT AND THE AGENDA PACKET SIMULTANEOUSLY WHILE YOU ALSO SEE THE VOTING SCREEN IN FRONT OF YOU.

SO WE'RE ACTUALLY FLIPPING WHAT WE'VE BEEN PRACTICING AND IT'S GOING BACK THE OTHER WAY.

SO YOUR VOTE WILL BE IN FRONT OF YOU AND THE IPAD WILL BE YOUR TOOL TO USE.

NOW, ONE BENEFIT TO THIS PROCESS IS ANY NOTES YOU TAKE IN THE APP ON YOUR PERSONAL IPAD, YOU'LL SEE IN THE MEETING WHEN YOU OPEN UP THE AGENDA PACKET.

SO THOSE ARE YOUR PRIVATE NOTES.

NO ONE ELSE CAN SEE THOSE.

BUT WHAT THIS MEANS IS YOU WILL NOT JOIN THE MEETING IN THE APP ON YOUR IPAD.

YES, MA'AM. WILL WE STILL BE? AT THIS POINT, I. MM HMM.

MHM. SO BEFORE WHEN WE WOULD START A MEETING YOU WOULD OPEN THAT ICON AND YOU WOULD CLICK JOIN THE MEETING.

NOW YOU OPEN THAT ICON, BUT YOU DON'T JOIN THE MEETING.

SO WHAT WE'RE GOING TO DO IS WALK YOU THROUGH HOW TO JOIN THE MEETING IN THE NEW PLATFORM.

WELL IT'S NOT NEW, IT'S JUST DIFFERENT.

IT'S CALLED VOTE CAST.

AND SO THAT'S WHAT YOU SEE ON YOUR MONITOR IN FRONT OF YOU.

YOU SHOULD HAVE THE KEYBOARD AND THE MOUSE ACCESSIBLE TO YOU RIGHT NOW.

SO, BRYAN, YOU'RE GOING TO WALK.

WALK ME THROUGH. I CAN'T SEE WHAT THEY CAN SEE.

DID YOU SEE? SO YOU SEE YOUR NAMES, YOUR NAME.

LISA, YOU WORK WITH THE SAME VOTING MEMBERS.

MY UNDERSTANDING. I MEAN, YOU TAKE ANY ONE OF THESE? YEP. SO I'LL REPEAT WHAT BRIAN SAID.

SO IT'S ON THE MICROPHONE.

YOU CLICK ON YOUR NAME THAT'S ON THE LIST AND THE MEETING AHEAD OF YOU, AND YOU'RE AUTOMATICALLY IN THE MEETING.

WE ALSO HAVE GUEST ACCOUNTS.

SO MS..

MCBRIDE, MS..

WOODS AND THE SUPERINTENDENT WILL SEE WHAT YOU SEE, BUT THEY WON'T HAVE THE VOTING BUTTONS, SO EVERYBODY WILL SEE THE SAME THING AT THE SAME TIME.

THE HANDOUT THAT I GAVE YOU AT THE BEGINNING IS ALSO HELPING US REMEMBER THESE STEPS.

SO IF YOU DON'T SEE THAT RED G ON YOUR SCREEN, WE PLAN TO SET IT UP FOR YOU BEFORE EVERY MEETING.

[02:55:03]

YOU JUST CLICK IT, YOU FIND YOUR NAME, YOU SIGN INTO THE MEETING, AND THEN IF YOU WANT TO RIGHT NOW, GO AHEAD AND OPEN.

I LEGISLATE ON YOUR APP ON YOUR IPAD SO YOU CAN LOOK AT IT AND PRACTICE DOING BOTH AT THE SAME TIME.

BUT DON'T CLICK JOIN, DON'T CLICK.

JOIN THE MEETING. THEY'RE MONITORED.

EITHER ONE OF THOSE SITES FOR US TO SEE.

WHICH ONE? OK DISPLAYED ON WEAR TO WEAR.

OH, YEAH. OKAY. SO A COUPLE OF DIFFERENCES IN VOTE CAST THAT WE THINK WILL MAKE THIS EASIER FOR US.

AND I'LL TYPE THEM HERE, BUT I'LL JUST GO OVER THEM.

YOU DON'T HAVE TO LOG IN TO THE APP, SO YOU'RE ALREADY IN THE SYSTEM BECAUSE IT'S HARDWIRED TO JUST YOUR NAME SHOULD GET YOU IN THE MEETING.

THE ACTUAL ROLL CALL FOR THE OPENING OF THE MEETING WILL STILL BE CONDUCTED BY THE MEDIA MANAGER.

SO MISS AGUILAR IS STILL RESPONSIBLE FOR LOOKING TO MAKE SURE WHO'S PRESENT, AND THEN SHE'LL ENTER THAT AS THE OFFICIAL RECORD OF THE MEETING.

THE HUGE IMPROVEMENT ABOUT USING VOTE CAST IS YOU ALL WILL BE ABLE TO SEE WHO'S MADE THE MOTION AND WHO HAS MADE THE SECOND.

SO WE SPENT A LOT OF TIME PRACTICING SAYING YOUR LAST NAME AND WAITING TO SEE IF YOUR BUTTON WAS GRAYED OUT.

YOU ALL DID FANTASTIC. WE WERE REALLY PROUD OF YOU, BUT WE DON'T HAVE TO DO THAT ANYMORE.

SO YOU'LL SEE WHO MADE THE MOTION.

AND THEN YOU'LL ALSO SEE IF SOMEBODY MADE A SECOND.

AND THEN THE PRESIDENT, THE PRESIDENT SCREEN.

SHE'LL BE ABLE TO SEE WHO SUCCESSFULLY DID BOTH.

AND SHE CAN JUST MAKE THE STATEMENT LIKE WE HAVE DONE IN THE PAST, WHICH IS I HAVE A MOTION BY TRUSTY NAME AND A SECOND BY TRUSTEE NAME.

SO IT WON'T BE AS IMPORTANT FOR YOU TO RESTATE YOUR NAME.

IN FACT, IT MAY MOVE THE MEETING IF YOU MOTION.

EVERYBODY CAN SEE WHO DID IT.

YOU CAN HIT SECOND, EVERYBODY CAN SEE WHO DID IT, AND THEN THE BOARD PRESIDENT CAN JUST SAY IT AND MOVE ON.

THAT'S NICE. YEAH.

AND THEN ONE OTHER THING THAT WE THINK IS A HUGE IMPROVEMENT IS YOU'LL ALL BE ABLE TO SEE WHO IS IN THE QUEUE.

SO WHEN YOU REQUEST TO SPEAK, YOUR NAME WILL BE IN THE QUEUE AND EVERYBODY'S SCREEN WILL SHOW THAT.

SO YOU CAN SEE WHO'S REQUESTED TO SPEAK AND YOU CAN SEE WHO THE CURRENT SPEAKER IS.

YEP. AND THEN THE LAST THING THAT I THINK WILL BE AN IMPROVEMENT IS THE BOARD PRESIDENT'S MONITOR WILL ALLOW HER TO CALL SPEAKERS RATHER THAN US TO CALL SPEAKERS.

SO IF YOU SIGNED UP TO SPEAK BUT YOU MEANT TO SAY SOMETHING ELSE AND YOU SAY, NEVER MIND, I DON'T WANT TO DO THAT, YOU'LL BE ABLE TO REMOVE THEM FROM THE QUEUE OR THEY CAN REMOVE THEMSELVES. SO IT GIVES YOU A LITTLE BIT MORE AUTONOMY TO RUN THE SPEAKERS THE WAY YOU WOULD LIKE.

SO THOSE ARE THE MAJOR DIFFERENCES BETWEEN THE I LEGISLATE APP AND VOTE CAST.

SO WHAT WE'D LIKE TO DO, WE HAVE NOT SCRIPTED A PRACTICE SESSION FOR YOU TODAY.

WHAT WE DID IS WE GAVE YOU A PRACTICE AGENDA.

SO IF YOU'LL TAKE A LOOK AT THE OTHER HANDOUTS.

WE ONLY HAVE A FEW AGENDA ITEMS. WHAT WE THOUGHT WE COULD DO IS JUST KIND OF LET YOU ALL.

MAKE MOTIONS, MAKE AMENDMENTS, WHATEVER YOU'D LIKE TO DO, SO WE CAN PRACTICE DOING THE DIFFERENT THINGS AS WE GO THROUGH.

YEP. SO ON OUR IPOD, WE'RE NOT SUPPOSED TO JOIN, BUT.

HOW DO WE SEE ALL OF.

EVERYTHING. ALL THE WHOLE GOODS IS GOING TO BE ON THE POUND.

THIS. APP NOW, YES, YOU CAN CLICK ANYWHERE ON THAT ROW EXCEPT THE JOIN BUTTON.

OH, YEAH.

SO IS EVERYBODY ABLE TO OPEN THAT AGENDA PACKET? JUST YOU CAN LOOK AT IT AT THE SAME TIME AND YOU HAVE A QUESTION.

IS THIS REPLACING THE EXISTING BOARD PORTAL WHERE WE'RE IS? I LEGISLATE REPLACING THE EXISTING BOARD PORTAL WHERE WE LOOK AT OUR AGENDAS.

I THINK THE ANSWER IS YES.

YES, BECAUSE I WAS TRYING TO UNDERSTAND WHY WE STILL EVEN NEEDED I LEGISLATE IF WE'RE NOW WE'RE DOING THIS VOTE CAST.

THIS IS HOW YOU'LL BE ABLE TO SEE IT.

AT HOME, YOU'LL BE ABLE TO TAKE NOTES DIRECTLY INTO IT.

UH, WHEREVER YOU ARE WHEN YOU'RE LOOKING AT IT.

THIS WILL ALSO INTEGRATE ON THE BOARD WEB PAGE.

SO NOW ALL OF THE ITEMS THAT GO WITH A MEETING WILL BE IN ONE PLACE.

SO WHEN THE PUBLIC LOOKS AT THE PAGE, THEY'LL SEE THE DATE OF THE MEETING.

THERE WILL BE AN ICON THAT HAS THE AGENDA PACKET THEY CAN CLICK ON.

EVENTUALLY THERE WILL BE A HYPERLINK WHERE THEY CAN SIGN UP TO REGISTER TO SPEAK TO ANY OF THOSE ITEMS. SO ALL OF THAT WILL AND THEN THE VIDEO TO THE MEETING WILL ALL BE THERE.

MIKE QUINCY. MY.

EARLIER, I ASKED YOU IF WE COULD STILL SEE PLANET GAS ON OUR LAPTOP.

AND YOU SAID YES.

BUT JUST NOW YOU SAID NO.

SO WHEN YOU THOUGHT, I SEE A LAPTOP, DID YOU THINK I'LL COMMENT ABOUT THIS? DO YOU MEAN SEEING THE AGENDA PACKET OR DO YOU MEAN SEEING THE VOTING SCREEN? I'M NOT SURE I'M FOLLOWING.

YOU CAN LOOK AT THE AGENDA PACKET ON YOUR LAPTOP.

[03:00:05]

AT IT ON BOTH OR EITHER.

YOU WOULD STILL HAVE THE SAME LOG IN LIKE IT'S STILL THE.

ARE YOU SAYING THE PORTAL IS LIKE YOU COULD SEE IT ON THE PORTAL? YES. THERE WILL BE A DIFFERENT PORTAL, FOR LACK OF A BETTER WORD.

IT WON'T BE THE EXACT SAME PORTAL, BUT IT'LL BE A DIFFERENT.

BLINK THAT YOU CAN OPEN.

THERE ARE GOING TO BE SOME DIFFERENCES.

YEAH, IT WON'T BE EXACTLY THE SAME PAGE.

FOR EXAMPLE, IF THERE ARE CONFIDENTIAL ATTACHMENTS, YOU WON'T BE ABLE TO SEE THEM THROUGH THAT.

AM I NOT UNDERSTANDING YOUR QUESTION? DR.. LEGISLATE APP BECAUSE WE SAY, HEY, GO ON.

BUT MY QUESTION IS.

IF WILL I BE ABLE TO BRING MY.

LAPTOP? YES.

OKAY. JUST GO INTO BRIAN'S EMAIL AND SEE THE AGENDA.

YES, THERE WILL BE A WAY TO DO THAT.

YES. I MEAN, I THINK THAT IF BECAUSE NOW IF YOU WOULD RATHER IF YOU WOULD RATHER WORK WITH A LAPTOP THAN AN IPAD. THERE ISN'T.

I DON'T WANT TO I DON'T I DON'T KNOW.

I WANT TO BE ABLE TO SEE WHAT WAS ABLE TO BE SEEN HERE BEFORE THAT.

WE'RE NOT GOING TO BE ABLE TO SEE I WANT TO BE ABLE TO RUN THROUGH THE GYM.

THE. SO WHAT? YOU KNOW HOW YOU GET A COPY FROM ME OF A PDF? RIGHT. SO SOMETHING LIKE THAT WILL BE ON THE WEB.

OKAY. BUT IT WILL NOT INCLUDE CONFIDENTIAL ATTACHMENTS.

THAT'S FINE. I THINK THAT YOU WILL STILL SEND OUR COUNTRY CONFIDENTIAL ASSASSINATION UNIT.

YEAH, I CAN STILL SEND THOSE.

I THINK WHAT I WASN'T FOLLOWING IS YOU.

YOU'LL BE ABLE TO SEE IT ON EITHER.

IF YOU LIKE YOUR IPAD, YOU CAN LOOK AT IT ON THE APP IN YOUR IPAD.

IF YOU LIKE USING A LAPTOP, YOU CAN LOOK AT THE AGENDA THERE.

THIS ALSO FREES YOU UP TO LOOK AT WHAT'S IN THE SHAREPOINT, THE FILES THAT ARE SHARED IN THE SHAREPOINT.

YOU CAN THEN GO TO THAT ON YOUR IPAD, SO YOU HAVE A LITTLE BIT MORE FREEDOM, I THINK, TO LOOK AT OTHER THINGS BECAUSE YOUR VOTE SCREEN WILL STAY STATIONARY IN FRONT OF YOU AND IT WILL WALK YOU THROUGH, BUT THE VOTE SCREEN WILL ONLY SHOW YOU THE AGENDA ITEM WE'RE DEALING WITH AT THE TIME.

OKAY. SO YOU SAID WE CAN MAKE A MOTION NOW? I THINK. I DON'T KNOW WHAT MY LOG IN PASSWORD IS FOR THIS, BUT IF IT CAN BE EMAILED OUT TO US INDIVIDUALLY BECAUSE IF SOMEBODY WANTS TO USE THEIR LAPTOP, THEN THEY WOULD NEED THEIR PERSONAL LOGGING.

IS THAT CORRECT? RIGHT.

THEY MAY HAVE FORGOTTEN. WELL, LET ME MAKE SURE I UNDERSTAND THE QUESTION.

SO IF I'M EMAILING OUT A PDF COPY OF THE AGENDA PACKET, YOU'LL JUST OPEN IT LIKE NOW.

BUT IF THEY WANT TO MAKE NOTES IN THEIR ACCOUNT, IF YOU WANT TO MAKE NOTES, YES.

IN YOUR ACCOUNT WITH I LEGISLATE AT HOME.

AT HOME THERE IS ACTUALLY A LEGISLATIVE VERSION FOR LAPTOPS.

LOOK FOR WINDOWS IF YOU'D RATHER USE YOUR LAPTOP THAN AN IPAD.

OK OPTIONS.

IT LOOKS A LITTLE DIFFERENT, BUT.

IT IS AVAILABLE. OKAY.

I HAVE TWO QUESTIONS ABOUT THIS BECAUSE I THOUGHT I UNDERSTOOD AND NOW I'M CONFUSED AGAIN.

THIS INTERFACE OF I LEGISLATE.

THAT ALL OF THAT LIVES ON A CLOUD SOMEWHERE.

IT IS JUST AN APP THAT EITHER I CAN ACCESS THROUGH MY IPAD OR I CAN ACCESS THROUGH MY LAPTOP.

CORRECT. THERE'S AN APPLE VERSION OF THAT, BUT I'M NOT SURE YOU CAN ACTUALLY JUST GET THE APP THROUGH THE CLOUD.

I THINK WE WOULD HAVE TO GIVE IT TO ACCESS IT FROM MY LAPTOP, MY LAPTOP LAPTOP, MY PERSONAL LAPTOP, AS LONG AS I HAVE THE WEBSITE AND THE PASSWORD.

YES. AS LONG AS YOU HAVE THE LUGGAGE.

SO RIGHT NOW, I DON'T KNOW WHAT THIS IS CALLED, BUT I DON'T I DON'T USE YOUR EMAILS TO REVIEW THE AGENDA.

I USE WHATEVER PROGRAM THIS IS THAT HAS THIS THE GRANICUS PORTAL.

SO THAT'S THE GRANICUS PORTAL.

IS THAT CORRECT? IT'S.

FROM A PROGRAM CALLED AGENDAS AND MINUTES.

BUT THIS IS GOING AWAY.

CORRECT. THIS IS GOING AWAY.

I LEGISLATE, REPLACES IT.

WE ALREADY HAVE ACCESS ON OUR IPADS.

YOU CAN GIVE US ACCESS TO BE ABLE TO ACCESS IT FROM OUR LAPTOPS, OUR PERSONAL OR OUR SD OR.

WHATEVER. SO THAT.

THAT'S ALL I NEEDED TO KNOW ON THAT.

AND THEN VIDEOS.

SO I'M SUPER, SUPER COOL RIGHT NOW.

WE HAVE THE ABILITY WHEN WE'RE REVIEWING A VIDEO FOR A REGULAR MONTHLY MEETING, TO CLICK ON EACH SEPARATE THING TO JUMP TO THAT PART OF THE MEETING.

[03:05:06]

AND IT WILL ALL BE ON ONE LINE TOGETHER SO THE PUBLIC WILL SEE THE VIDEO LINK, THE AGENDA LINK, ALL OF IT TOGETHER, AND I CAN JUMP TO PROGRESS MONITORING IN SEPTEMBER OF 2017 AND WHAT MAYBE NOT NEXT, BUT.

RIGHT. WELL, THE CURRENT PAGE WILL BE ARCHIVED AND THEN WE'LL MOVE FORWARD WITH THE NEW SYSTEM STEPPING FORWARD.

SO THE FIRST MEETING, WE DO THIS A YEAR FROM NOW, IF I WANT TO LOOK BACK ON IT, I CAN JUMP TO THAT PART OF THE MEETING THAT IS ALSO GOING TO SUGGEST THAT WE TRY TO JUST VOTE SO THAT I KNOW KENDALL BAKER IS ABOUT TO LEAVE, BUT JUST SO THAT WE CAN HAVE THE SO WE AND HOLD THEM UNTIL THE END.

OKAY. SO IF YOU OPEN YOUR AGENDA PACKET.

OUR FIRST ITEM.

MISS AGUILAR IS GOING TO PULL UP FOR US.

WE THOUGHT IT WAS GOING TO BE THIS MORNING.

ACCEPTANCE OF BOARD MONITORING.

PRACTICE AGENDA ITEM.

PAGE THREE OF SIX. THE VARIABLE.

YEP. SO ITEM NUMBER ONE AT THE BOTTOM OF PAGE THREE DISCUSSION REPORT.

ITEM ONE. SO WE DIDN'T SCRIPT THIS FOR YOU.

TRUSTEE HERNANDEZ BUT IF YOU COULD SAY, DO I HAVE A MOTION? MAY I HAVE A MOTION? FOR THE ACCEPTANCE OF YOUR COMPUTER.

RIGHT. I SEE.

WAIT, WAIT, WAIT. SO ARE THEY SAYING IT TOO? WE DON'T NEED TO SAY.

SO I HAVE A MOTION BY TRUSTEE ALLEN AND A SECOND BY TRUSTEE BAKER.

SO IS EVERYBODY HAD A CHANCE TO SEE WHAT HAPPENED? YEAH, I SAW IT. YOUR SCREEN.

IT'S RIGHT THERE ON THE SCREEN. BUT I DIDN'T HEAR IT OF ANY MINUTE.

SO WHAT WE WERE SAYING IS, NOW THAT YOU CAN SEE ON YOUR SCREEN THE MOVER AND THE SECONDER, THE TRUSTEE DOESN'T MEAN TO SAY THEIR OWN NAME.

THE PRESIDENT IS GOING TO SAY THE PRESIDENT WILL JUST SAY IT IN ONE STATEMENT.

SO HOW DO WE MAKE A MOTION? IS THERE A BUTTON? I MISS THERE'S A MOTION BUTTON.

SO NEXT TIME, LET'S PAUSE AND MAKE SURE EVERYBODY SEES THE MOTION BUTTON AND THEN SORRY ABOUT THAT.

LET'S DO IT AGAIN. BEFORE YOU MAKE A MOTION, PLEASE, JUST PAUSE FOR A SECOND.

SO EVERYBODY HAS A MOUSE, AND THIS IS WHAT YOUR SCREEN SHOULD LOOK LIKE.

SO THE PERSON WHO MAKES THE MOTION WILL CLICK.

AND WE'RE NOT GOING TO SAY WHO.

WHOEVER DOES IT FIRST WILL BE THE ONE WHO SEES IT.

SO NOW WE SEE THAT TRUSTEE WADE MADE THE MOTION AND WE SEE THE TRUSTEE BAKER MADE THE SECOND.

SO ON YOUR SCREEN, YOU CAN SEE THAT BOTH OF THOSE HAVE BEEN DONE.

AND WHEN TRUSTEE HERNANDEZ SEES THAT, SHE CAN SAY THEIR NAMES.

AND WE HAVE A MOTION BY TRUSTEE WADE IN THE SECOND BY TRUSTEE BAKER.

PLEASE VOTE. YES.

SO YOU CAN JUST REQUEST SPEAKERS.

IF YOU WANT TO DO THAT, WE'LL DO IT THE NEXT TIME.

WE'LL DO THAT BY THE SECOND ONE.

SO BOTH. OH, YOU'RE RIGHT.

BOARD PRESIDENT ASKED MOTION IN A VOTE.

OKAY. SO DO THEY HAVE A MOTION OR DISCUSSION FOR YOU? MORE? YOU. RIGHT, BECAUSE IT'S JUST A PRESENTATION.

IT'S TRULY AN OBSESSION.

I. ON ACTION ITEMS. BRING TO THE TABLE. THE FIRST MOTION SHOULD BE TO ACCEPT.

RIGHT. AND ONCE THEY HAD THIS.

THE NEXT MOTION IS TO APPROVE THE ITEM.

NO, NOT FOR THIS.

NOT FOR THIS REPORT.

I NEVER GAINED.

AND IF YOU WANT TO CHANGE THAT PROCESS, YOU CAN.

THAT'S IT.

MAYBE IT'S NOT. SO LET'S.

LET'S WAIT A SECOND. WE HAVE A QUESTION.

WHAT'S THE DIFFERENCE BETWEEN THOSE NAMES? SO WE WANTED TO POINT THAT OUT TO YOU.

THIS PROVIDES THE OPTION IF A TRUSTEE IS RECUSING THEMSELVES FROM A VOTE, LIKE WHEN WE HAVE A CONSENT AGENDA AND SOMEONE SAYS, I HAVE A CONFLICT OF INTEREST, I CAN'T VOTE ON THAT ITEM. IN THE PAST, WE HAVEN'T SEPARATED THAT FROM AN ABSTENTION, BUT THERE'S ACTUALLY AN OPTION TO RECUSE.

SO THAT'S ONE THING THAT THAT'S SOMETHING.

YEAH, I MEAN, LEAVE IT RECUSED AND LEAVE IT ABSTAIN AND DON'T PUT RECUSE.

OKAY. SO THEN THAT'S SOMETHING WE CAN REMOVE.

ALL RIGHT. DECIDED TO SHAVE AN HOUR OFF OF OUR MEETINGS.

WHEW. SO WE WE WILL NEED TO ASK THEM TO REMOVE THAT BUTTON.

[03:10:01]

SOMEONE HAPPENS TO, I GUESS, USE IT.

YOU JUST. YOU REPORTED THAT THEY ABSTAINED.

I MEAN, I DON'T I DON'T KNOW WHAT WE'RE ACCUSING.

WE WERE GOING TO ASK YOU, OK.

SO WE WANT TO MOVE FORWARD WITH THE PRACTICE NOW.

DISCUSSION. THAT'S GREAT.

YOU KNOW, THAT'S EVERYBODY'S.

OKAY. OH, THIS IS IF I CAN.

MM HMM. WELL, IF I'M IN FAVOR OF ABSTENTIONS, I MEAN, ZERO OPPOSE.

THREW OUT ONE ABSTENTION.

YES, IT DID, BUT IT WENT AWAY QUICKLY.

AND I THINK MR. BRANSON IS TRYING TO FIGURE OUT WHERE HE'S GOING TO LOOK FOR THESE.

I THINK IT'S.

20 SECONDS. YEAH.

IF WE MISS IT, WE CAN GO BACK TO THE PREVIOUS VOTE SCREEN.

OKAY. OKAY. LET'S MOVE ON TO DISCUSSION ITEM NUMBER TWO.

AND IT WAS PULLED FROM CONSENT AGENDA TWO LEGAL SERVICES PRACTICE AGENDA.

AND. DO I HAVE ANY DISCUSSION? THESE ARE ACTION ITEMS YOU NEED TO ENTER.

ACTION ITEMS THAT HAVE AN ADMINISTRATIVE RECOMMENDATION.

SO YOU NEED TO ENTERTAIN A MOTION TO MOVE THAT ADMINISTRATIVE RECOMMENDATION FOR DISCUSSION OR.

YEAH, YEAH. SO THAT'S WHAT YOU'RE, THAT'S WHAT YOU'RE DOING.

BOARD PRESIDENT YOU WOULD BE ASKING MAY I HAVE A MOTION ON AGENDA ITEM NUMBER TWO.

MOTION ON AGENDA ITEM NUMBER TWO.

SO WE DO HAVE A MOTION AND WE HAVE A MOTION BY TRUSTEE ODEGAARD AND A SECOND BY TRUSTEE CRUZ.

DO I HAVE ANY DISCUSSION? THERE YOU GO. SO HERE'S WHERE I WAS ASKING.

YOU LOOK AT MY SCREEN.

UM, WE HAVE A SECONDARY.

THE ACTION HERE THEN.

WOULD IT BE TO DISCUSS? THAT WAS MY QUESTION AS FAR AS FOR PURPOSES.

THIS IS NOT A DISCUSSION ITEM.

THIS IS AN ACTION ITEM.

SO THE ACTION IS GOING TO BE IF THIS GETS APPROVED, APPROVED.

IF IT'S NOT APPROVED, THEN IT'S NOT APPROVED.

THEY'RE HAVING A DISCUSSION AS AS IS DEVELOPING INTO THE ACTION THAT THEY'RE ULTIMATELY GOING TO TAKE.

DOES THAT MAKE SENSE? WHICH IS DIFFERENT THAN IF THIS WERE JUST A DISCUSSION ITEM THAT THERE WAS GOING TO BE NO VOTE ON? IF YOU LOOK AT THE THE TAB THAT SAYS SUGGESTED ACTION THAT'S IN YELLOW HIGHLIGHT, YOU CAN CLICK ON THAT.

AND THAT MIMICS THE LANGUAGE OF THE AGENDA ITEM OF WHAT THE ADMINISTRATION IS RECOMMENDING.

SO YOU CAN SEE WHAT THEY'RE ASKING TO BE DONE.

SO IN THIS CASE, IT'S THAT THE BOARD OF EDUCATION APPROVES.

OK. SO DO WE WANT MORE DISCUSSION? OKAY. SO LET ME JUST.

WE HAVE TRUSTEE WAIT IN THE QUEUE.

SO YOU CAN CLICK ON THE BUTTON.

THAT'S NEXT TO THE X TO ALLOW THAT SPEAKER.

DOUBLE CLICK THAT, YOU DOUBLE CLICK IT.

TRY A LITTLE PICTURE.

THAT'S A PODIUM. YEAH. YOU CLICK ON THAT.

YEP. NOPE, THAT'S NOT TRUE.

I THOUGHT IT WAS INTERESTING THAT IT WAS A TREASURE TO YOU.

OKAY. SO EVERYONE SHOULD SEE THIS SCREEN WHERE YOU CAN SEE WHO'S IN THE QUEUE TO SPEAK.

OKAY, GREAT. SO WHO'S GOING TO SEE YOU? SPEAKS. SO FAMILIES, WE.

AND YOU SEE, I NOTICE WHEN I REMOVE MY.

WE HAD LIKE FIVE TIMES TO GET BACK.

LIKE IT WOULD LET YOU JUMP BACK IN.

OH, BECAUSE, YEAH, THEY WENT DOWN.

I FELL DOWN.

OH, COOL. YEP.

WHO'S SPEAKING? I THINK SO.

WE'VE HAD DISCUSSION.

WE HAD DISCUSSION.

DO I HAVE A MOTION, PLEASE? PLEASE VOTE. PLEASE VOTE.

SO WAIT, WAIT. WE HAD THE PERSON WHO MADE THE MOTION THAT DIDN'T NEED TO WOULD WANT TO WITHDRAW THAT MOTION.

CORRECT. OR DOES YOUR VOTE OVERRIDE IT? SORRY, I'M. THERE.

YOU REMOVED IT. DO AND.

[03:15:03]

YEAH. YEAH.

OH, OKAY.

SO LET'S VOTE.

SO. YEAH.

THE ITEM. BRIAN IS BRIAN PUT IN SOME LATIN TO SEE IF ANYBODY WAS PAYING ATTENTION AND IT'S MANGLED LATIN.

SO, YEAH, THIS IS THE PESO.

I HAVE A QUESTION BECAUSE TRUST BAKER MOVED IT WAY.

SECONDED. BUT NOW.

BUT WHEN THE VOTING SCREEN WAS ON, IT, SAID DI, GUARDING BRUCE.

SO THE ONE THING THAT'S DIFFERENT ABOUT THIS SYSTEM IS BEFORE IN THE APP YOU WOULDN'T SEE A MOTION BUTTON IF IT WASN'T TIME FOR A MOTION.

AND REMEMBER, WE PEOPLE WERE ACTUALLY SPEAKING TO SAY, I WANT TO MAKE A MOTION.

NOW THE MOTION BUTTON ALWAYS STAYS THERE.

SO IF SOMEONE CLICKS MOTION IN THE MIDDLE OF DISCUSSION OR IN THE MIDDLE OF VOTING OR SOMETHING ELSE, THE ONLY WAY TO UNDO THAT IS FOR THEM TO WITHDRAW THAT MOTION, BECAUSE OTHERWISE WE HAVE TO ENTERTAIN IT.

DOES THAT MAKE SENSE? SO, TRUSTEE BAKER, WOULD YOU TRY WITHDRAWING THAT MOTION THAT YOU MADE SO IN THE FUTURE, DON'T MAKE ANOTHER.

THAT WAS MUCH MORE RIGHT.

THE ONLY TIME YOU WOULD MAKE A MOTION IS IF YOU'RE TRYING TO INTERRUPT WHAT'S HAPPENING BY AMENDING CHANGING SOMETHING.

YEP. YEP.

IF IT'S A MISTAKE, THEN THE BEST THING WE CAN DO IS JUST PAUSE BECAUSE IT WON'T LET US MOVE ON.

NOW IT'S GOING BACK TO THESE MOTIONS AND SAYING YOU HAVE TO DO SOMETHING ABOUT IT.

YEAH. SO IF YOU'LL WITHDRAW, THEN IT SHOULD SHOW YOU'RE GONE.

YEAH. SO NOW SHE'LL BE ABLE TO MOVE ON TO THE NEXT AGENDA ITEM.

IF YOU WANTED TO INTERRUPT WHAT WAS HAPPENING TO ACTUALLY MAKE A MOTION TO POSTPONE, THEN WE WOULD WAIT TO SEE IF THERE WAS A SECOND.

IF THERE'S NO SECOND, THEN IT WOULD FAIL FOR LACK OF SECOND RATHER THAN WITHDRAW.

BUT IF IT'S A MISTAKE THAT YOUR LEGAL ADVICE SAYS, THIS MOTION IS NOT GERMANE TO THE AGENDA ITEM, WE WOULD JUST ASK YOU TO WITHDRAW IT.

SO WE'RE READY FOR THE NEXT ITEM.

YOU'RE SUCH FAST LEARNERS.

EVERYBODY IS DOING A GREAT JOB.

I WILL NOW MOVE ON TO THE BORING AND ATTRACTIVE AGENDA ITEM.

NUMBER THREE, ANY DISCUSSION? YOU HAVE TO MAKE A MOTION TO BRING IT TO THE TABLE.

DO I HAVE A MOTION? AND MOST OF MY TRUSTY BAKER AND A SECOND BY TRUSTY GUARD.

DO I KNOW ANY DISCUSSION? UM, TRAFFICKERS.

TRUSTEE DEIGAARD.

I WANT TO GO HOME BEFORE I EAT MY COOKIES.

TRUSTEE BAKER. I LOVE IT.

TRUSTEE AMENSON HERSELF OUT.

AND. OKAY, WELL, WITH NO FURTHER DISCUSSION.

PLEASE VOTE.

THERE'S NOT AN EASY WAY TO LOOK UP HERE.

THOSE IN FAVOR TO OPPOSE AN ABSTENTION.

WE'RE NOT READY FOR THE CONSENT AGENDA.

ITEM NUMBER FOUR.

STANDARD PRACTICE AGENDA ITEM.

DO I HAVE A MOTION? I'M A MOTION BY TRUSTEE. WAIT IN THE SECOND BY TRUSTEE BAKER.

IS THERE. WHAT WAS THIS CONSENT AGENDA? PLEASE VOTE.

I AM THREE IN FAVOR TO OPPOSE AND ONE ABSTENTION.

SO. I'LL BE.

THOSE NUMBERS CHANGED.

THAT IS THE SAME THING FOR FINANCING.

[03:20:01]

I THINK. I KNOW.

MM HMM. DO YOU GUYS.

I JUST WANT TO MAKE SURE THAT YOU CAN DO IT.

OKAY. WILL THERE BE ANOTHER PRACTICE BEFORE YOU GO LIE? WELL, OUR NEXT WE'RE SUPPOSED TO GO LIVE MARCH 2ND AGENDA REVIEW.

WE DO HAVE A BOND WORKSHOP SCHEDULED FOR THAT DAY.

IF YOU WANTED TO ADD A QUICK SESSION WITH THE ENTIRE BOARD BEFORE THEN THAT WE WOULD BE MORE THAN HAPPY TO SET THAT UP.

WE WOULD WELCOME THE OPPORTUNITY.

FOR THEM. I FEEL LIKE WE HAVE TO.

OK. AND WE'RE GOING TO GO BACK TO.

THE ITEMS PULLED FROM THE CONSENT AGENDA.

AND WE'RE GOING TO SOMEBODY'S GOING TO AMEND THE MOTION.

SO I AM TO LEGAL SERVICES PRACTICE AGENDA ITEM.

DO I HAVE A MOTION? SOMEBODY NEEDS TO PRESS A BUTTON.

WE HAVE A MOTION BY TRUSTEE WAIN AND A SECOND BY TRUSTEE TIGARD.

IS THERE ANY DISCUSSION? TRUSTEE, ALAN. WE HAVE A MOTION TO MAKE THE MOTION.

WE HAD A SECONDER.

YEAH. MM HMM. WE HAVE A MOTION TO AMEND THE MOTION.

FINE. YEAH.

UM. WELL, UM.

A MOTION BY TRUSTEE WADE.

YOU'D BE THE THIRD MOST. SO IF YOU LOOK AT THE PRESIDENT'S SCREEN, THE FIRST MOTION IS THE BOTTOM PART OF THIS MOTION.

SO WHAT WAS THE PROGRAM THAT WE REALIZED IS.

IF THE VOTING DOESN'T GET DONE FOR EVERY MOTION, IT'S GOING TO BE HANGING ON AND IT'LL KEEP SHOWING ON THE SCREEN.

BY EMOTIONS. ON.

OKAY. WE HAVE A MOTION TO AMEND BY THE TRUSTEE.

IS IT JUST.

I PUT. SO WE WOULD VOTE ON THE MOTION TO.

THE SECOND MOTION FIRST AND THEN GO BACK.

SO TRUSTEE WAY, YOU'RE MAKING AN ADDITIONAL MOTION.

SURE. SO THEN WE'LL GO BACK UP TO VOTE ON THE MOTION TO AMEND.

OR HAVE A DISCUSSION, ACTUALLY.

TRUSTEE, ALAN. WOODRUFF.

BECAUSE SHE ALREADY CALLED YOU. SHE TELLS YOU.

YOU. TRUSTEE WE.

BLAH, BLAH, BLAH. OH, I SEE.

ONCE, ONCE YOU SPEAK, I'LL GET HERE.

CLEAR CUT. AND SPEAKING OF AWAY.

SO. FOR.

OKAY. I'M A LITTLE BIT CONFUSED ABOUT THIS, BUT I KNOW I HEAR A MOTION IN PROGRESS.

SURE. DO I EVEN NEED THAT? SO AGAIN. SO THE MOTION IN PROGRESS IS THE.

THAT'S WHAT I WAS SAYING. SO THEY'LL SHOW UP, SO.

IF I DO IT. LET ME ADD ANOTHER ONE IN THERE.

BUT THE MOTION ON THE FLOOR IS THE MOTION TO AMEND.

NO, THEY DON'T. THANK GOD AT THE TOP UNTIL THE.

TAKE HIS PLACE. SO THE MOTION IN PROGRESS IS OUR ORIGINAL MOTION.

THE MOTION ON THE FLOOR IS THE AMENDED.

[03:25:01]

FROM THE FIRST TIME WE WENT THROUGH IT.

OH, BECAUSE WE'RE IN THE SAME MEETING AND WE HAD ALREADY GONE THROUGH IT ONCE AND THEN WE WENT BACK.

SO IT WAS CONFUSED.

SO LET'S VOTE. THERE'S THE MOTION TO AMEND.

LET'S VOTE ON THAT. OK MOTION TO AMEND.

WE ALREADY HAD DISCUSSION.

PLEASE VOTE.

DON'T NEED TO. WE DON'T NEED A NEW MOTION RIGHT NOW JUST TO VOTE.

YEAH. SEE, THE KEY IS TRUSTEES.

WHENEVER I MAKE A MOTION, YOU SEE IT UP THERE? YEAH, RIGHT.

I JUST SAID I'M SORRY.

I WAS JUST. YES, WE'RE ALL.

WE'RE ALL TIRED. AND THIS IS THE VOTE ON THE AMENDMENT.

I DON'T TRUST THEM. WE HAVE FOUR IN FAVOR TO OPPOSE AND ZERO ABSTENTIONS.

NO, WE WOULD JOIN THAT MISSION IF IT'S.

AND ALSO, THIS ISN'T SCRIPTED.

WE'RE NOT GOING THROUGH EVERYTHING STEP BY STEP.

SO WE'RE WE'RE DOING A QUICK RUN THROUGH.

OKAY. DO I HAVE A MOTION TO HAVE A.

SO YOU WERE SAYING ON YOUR SCREEN IT SAYS APPROVE.

AND ON THIS ONE IT SAYS ACCEPT.

YOU KNOW, MOTION TO APPROVE AN ENVELOPE.

YEAH. SO THE MOTION ON THE FLOOR IS THE MOTION TO APPROVE.

OH, YEAH. AND NOW IT'S SO BRIAN ON THIS SCREEN THAT THEY'RE SEEING WHERE IN THE BLACK WHERE IT SAYS MOTION TO ACCEPT.

THAT'S NOT HAPPENED YET.

NO, I THINK THAT'S WHAT THEY WANT TO PUT ANY MOTION ON THE FLOOR.

WE'RE FOCUSING ON THE WHITE AT THE ABOVE MOTION TO APPROVE.

COULD IT HIGHLIGHT WHAT WE ARE IN THE MIDDLE OF? DIFFERENT. POSSIBLE.

LIKE WHERE WE ARE RIGHT NOW.

WHERE OUR EMOTIONAL. AND WE KNOW WHAT THAT IS.

AND SO BELOW SMOKE.

EXCEPT SO. AND I WILL GET USED TO IT.

IT'S LIKE I USED TO BE LIKE, IT NEEDS TO BE BIGGER THAN WHAT WE'RE DOING RIGHT NOW.

THIS IS THE ACTUAL MOMENT.

YEAH. IT JUST SEEMS LIKE THE MOST SUCCESS IS LIKE THE NEXT BIG THING.

I AGREE. IT'S A BIGGER THOUGHT.

YEAH. THE WAY IT'S BEEN DONE.

YEAH. I THOUGHT MY KIDS GET THAT IN OUR CONTACT AT THE VENDORS.

THE VENDOR DID TELL US THERE'S SOME FUNCTIONALITY THAT WE CAN REQUEST FOR CHANGES.

SO THIS CAN BE SOMETHING WE CAN FOLLOW UP WITH.

THAT'S GREAT.

MAKE THE ONE THAT'S NOT THE.

YEAH. DO YOU DID THAT? YEAH. MAKE IT LESS.

IT'S PROMINENT. YEP.

AND THE ONE THING WE LOST WITH THE IPAD APP IS THAT IT WAS HIGHLIGHTING EXACTLY WHAT WE WERE TALKING ABOUT.

SO THAT'S THE DIFFERENCE BETWEEN.

YES. TRUSTEE WADE AND TRUSTEE DI GARDEN.

YOU WON'T SEE IT ON THE SCREEN, BUT THE TRUSTEES WILL SEE IT ON THEIR SCREEN.

YEP. SO SHE DOESN'T SEE THE SAME THING, RIGHT? THE WORD SAYS. SO YOU WOULD HAVE THEORETICALLY, YOU'D HAVE DISCUSSION ON THIS MOTION AND THEN A VOTE.

TO CLOSE IT OUT. SO TRUSTEE HERNANDEZ.

TECHNICALLY, WE WOULD HAVE DISCUSSION.

DO YOU WANT TO MOVE ON TO THE VOTE TO CLOSE OUT THIS MOTION TO VOTE? WHAT CAN I ACCESS JUST BECAUSE I'M HERE? WHAT IS A SUGGESTED ACTION PLAN?

[03:30:02]

SO IF YOU HAVE TO REPEAT A MOTION, YOU WOULD USE A MOTION TO AMEND.

AND THEN THAT ITEM.

WHAT IS THE MOTION TEXT EXTEND? THE MOTION TEXT, I BELIEVE, IS WHAT? AND THE SUGGESTED ARE THEY DO THEY.

THEY'RE SUPPOSED TO BE ONE IS THE MOTION ON THE TABLE AND THE SUGGESTED ACTION IS WHAT THE WHAT THEY WANT THE BOARD TO DO.

BUT AM I CONFUSED, BRIAN.

YEAH, WELL, IT LOOKS LIKE IT'S LIFTING THE RECOMMENDED STATEMENT FROM THE AGENDA ITEM AND PLACING IT IN BOTH SPOTS.

BUT SOMETIMES WHEN IT'S HIGHLIGHTED YELLOW, IT'S THE NEXT THING THAT THEY WANT.

FOR YOU TO DO. SO MAYBE IT'S THAT YOU'RE IN THE VOTE.

I DON'T KNOW. WE'LL HAVE TO FIGURE THAT OUT.

IT'S SUPPOSED TO BE THE ACTION WORD.

OH, LIKE A BRUISE.

DOESN'T KNOW. SOMEBODY HAS A MOTIVE.

FIVE ABSTENTIONS.

ZERO OPPOSE, ONE ABSTENTION.

OKAY. OH, SO THERE THAT'S DIFFERENT.

LIKE THE ITEM TEXT VERSUS THE SUGGESTED ACTION.

THAT'S THAT'S WHEN IT'S HIGHLIGHTED.

AND THEN THEY KEEP THAT RECOMMENDED LANGUAGE WHEN YOU'RE IN THE VOTE SCREEN, I BELIEVE.

OKAY. OK.

I THINK WE'VE GONE THROUGH THEM ALL.

WE'LL KNOW MORE NEXT. PERFECT.

THANK YOU. THANK YOU.

THANK YOU, EVERYBODY.

THIS CONCLUDES OUR WORKSHOPS AND SESSIONS.

WITH NO FURTHER BUSINESS TO DISCUSS.

THIS MEETING IS OVER.

THE BOARD IS ADJOURNED.

THE TIME IS 4:15 P.M.

ON FEBRUARY 15 WHEN US SENATORS.

* This transcript was compiled from uncorrected Closed Captioning.