[00:00:01]
I'M NANCY HUMPHREY, BOARD PRESIDENT AND PRESIDING OFFICER.[1. CALL TO ORDER]
NOTING THAT A QUORUM IS PRESENT, I CALL TO ORDER THIS WORK SESSION OF THE PLANO ISD BOARD OF TRUSTEES AT 6 PM ON TUESDAY, NOVEMBER 28TH.ON THE BOARD'S BEHALF, I WISH TO WELCOME OUR VIEWERS AND ALL WHO ARE PRESENT WITH US THIS EVENING.
THANK YOU, PRESIDENT HUMPHREY.
THANK YOU. I'D LIKE TO INTRODUCE MY FELLOW TRUSTEES AND STAFF SEATED AT THE DAIS TO MY LEFT.
SELINDA FREEMAN, DEPUTY SUPERINTENDENT FOR LEADERSHIP AND OPERATIONS.
BOARD SECRETARY JERRY CHAMBERS, TRUSTEE TARRAH LANTZ.
TRUSTEE KATHERINE GOODWIN IS ATTENDING VIA ZOOM.
AND, KATHERINE, CAN YOU GIVE US A WAVE? THANK YOU. AND TRUSTEE MICHAEL COOK WILL BE HERE MOMENTARILY.
SEATED TO MY RIGHT, VICE PRESIDENT DR.
LAUREN TYRA. TRUSTEE ANGELA POWELL IS EN ROUTE.
JOHNNY HILL, DEPUTY SUPERINTENDENT FOR BUSINESS AND EMPLOYEE SERVICES.
LISA WILSON, DEPUTY SUPERINTENDENT FOR TEACHING, LEARNING AND LIFE READINESS.
PATRICK TANNER, ASSISTANT SUPERINTENDENT FOR TECHNOLOGY SERVICES.
DR. COURTNEY GOBER, ASSISTANT SUPERINTENDENT FOR STUDENT, FAMILY AND COMMUNITY SERVICES.
JED REID, INTERIM ASSISTANT SUPERINTENDENT FOR EMPLOYEE SERVICES.
DANNY STOCKTON, CHIEF OF STAFF.
AND SHARON NOWAK, EXECUTIVE ASSISTANT TO THE SUPERINTENDENT AND BOARD OF TRUSTEES.
WE ARE NOW IN ITEM TWO, WHICH IS PUBLIC COMMENT FOR AGENDA ITEMS ONLY AT WORK SESSIONS.
THE BOARD PERMITS PUBLIC COMMENT REGARDING AGENDA ITEMS ONLY.
DOCTOR FREEMAN, DO WE HAVE ANY SPEAKERS REGARDING AGENDA ITEMS? PRESIDENT HUMPHREY WE DO NOT HAVE ANY SPEAKERS THIS EVENING.
[ 3. CLOSED SESSION]
IF THERE ARE NO OBJECTIONS FROM THE BOARD, WE WILL NOW ADJOURN TO CLOSED SESSION AS AUTHORIZED UNDER THE TEXAS OPEN MEETINGS ACT FOR THE FOLLOWING PURPOSES.SECTIONS 551.071, 551.072, 551.076 AND 551.129. THE TIME IS 6:02 P.M..
CAN YOU HEAR ME? OKAY, YES WE CAN.
OKAY. I JUST WANTED TO DOUBLE CHECK.
ALL RIGHT, THE BOARD WILL NOW RECONVENE OPEN SESSION.
[4. RECONVENE OPEN SESSION]
THE TIME IS 7:35 P.M., AND TRUSTEE GOODWIN, PLEASE CONFIRM YOU'RE ABLE TO HEAR US, SORRY, I DIDN'T KNOW THAT WAS IN THERE.[5. DISCUSSION AND ACTION]
DISCUSSION AND ACTION, APPROVAL OF THE RENEWAL.AND, PATRICK, I WILL TURN THIS OVER TO YOU.
IS THAT RIGHT? INVOICING TIPS CONTRACTS.
THANK YOU, PRESIDENT HUMPHREY.
DR. WILLIAMS, TRUSTEES, COLLEAGUES, WE'RE BRINGING FORWARD THIS EVENING A RENEWAL OF OUR CONTRACT FOR SCHOOL MESSENGER, WHICH ENCOMPASSES OUR MASS COMMUNICATION PROTOCOLS AS WELL AS WEBSITE AND PUBLIC FACING BRAND FOR THE DISTRICT.
WE'RE LOOKING TO PURCHASE THIS, RENEW THIS CONTRACT USING OUR TIPS CONTRACT NUMBER 230105 THROUGH INTRADO INTERACTIVE SERVICES.
AND SO I THINK OUR INITIAL CONTRACT HAD COME TO AN END AS FAR AS OUR RENEWALS WERE CONCERNED.
AND SO NOW WE'RE LOOKING TO RE-UP THIS CONTRACT FOR THE DISTRICT SERVICES.
THANK YOU. BOARD MEMBERS, DO I HAVE A MOTION? I MOVE THAT THE BOARD OF TRUSTEES APPROVES THE RENEWAL PURCHASE OF SCHOOL MESSENGER FROM INTRADO INTERACTIVE SERVICES CORPORATION UTILIZING TIPS CONTRACT NUMBER 230105.
[00:05:04]
IS THERE A SECOND? I'LL SECOND.ALL RIGHT. I HAVE A MOTION BY ANGELA AND A SECOND BY ANGELA POWELL.
EXCUSE ME. AND A SECOND BY TARRAH LANTZ THAT THE BOARD OF TRUSTEES APPROVES THE RENEWAL PURCHASE OF SCHOOL MESSENGER FROM INTRADO INTERACTIVE SERVICES CORPORATION UTILIZING TIPS CONTRACT NUMBER 230105.
IS THERE ANY FURTHER DISCUSSION? ALL RIGHT, WE'LL VOTE.
ALL THOSE IN FAVOR, PLEASE RAISE YOUR HAND.
AND I SEE THAT KATHERINE HAS VOTED.
ALL RIGHT, SO THE MOTION PASSES SEVEN ZERO AND WE'LL MOVE ON TO THE NEXT ITEM.
AND THIS IS DISCUSSION AND ACTION.
APPROVAL OF THE 2024-2025 ACADEMIC CALENDAR.
AND I SEE THAT LESLIE RAINES STANTON, CHIEF OF COMMUNICATIONS, IS COMING UP TO THE PODIUM.
OKAY, ARE WE GOOD TO GO? OKAY, GOOD EVENING, BOARD AND CABINET.
HOWEVER, I'M NOT ABLE TO ADVANCE THE SLIDES.
SO I THINK WE'RE GOING TO OPERATE FROM THE BACK.
WE HAVE VETTED SOME OF THE FINAL DRAFTS WITH OUR VETTING GROUPS.
WE VETTED OUR FIRST ROUND OF DRAFTS WITH YOU ON NOVEMBER 8TH HERE IN THE BOARD ROOM, AND TODAY WE ARE HOPING TO WE ARE RECOMMENDING A CALENDAR FOR ADOPTION.
SO TO REVIEW WHAT WE HAVE BEEN DISCUSSING, WE TALKED A LITTLE BIT LAST TIME ABOUT ADDING AN ADDITIONAL FIVE MINUTES TO OUR INSTRUCTIONAL DAY, USING OUR FLEXIBILITY AND INSTRUCTIONAL MINUTES TO HELP KIND OF CAPITALIZE ON SOME OF THE BENEFITS WHERE THAT IS CONCERNED.
SO WE ARE LOOKING AT ADDING FIVE MINUTES TO ALL LEVELS, EXCLUDING OUR HIGH SCHOOLS AND SENIOR HIGH SCHOOLS, OUR NINE THROUGH TEN CAMPUSES AND OUR 11-12 CAMPUSES, BECAUSE THEY ARE CURRENTLY AT 445 MINUTES.
AND WE WOULD LIKE FOR THEM TO REMAIN AT 445 MINUTES, THE CHANGE IN THEIR SCHEDULE WOULD BE STARTING FIVE MINUTES LATER AND ENDING FIVE MINUTES LATER, AND WE HAD TO MAKE THAT ADJUSTMENT BASED ON TRANSPORTATION AVAILABILITY.
SO IF OUR BUSSES ARE LATER AT THE MIDDLE SCHOOL LEVEL, THAT'S GOING TO AFFECT OUR HIGH SCHOOL TOO.
RIGHT NOW, WE KNOW THAT THE BUSSES ARE GETTING TO THE CAMPUSES AT 850, SOMETIMES 855, SO THAT GIVES THEM A LITTLE EXTRA TIME TO GET TO CLASS WITH THAT EXTRA FIVE MINUTES.
BUT THIS IS A LOOK AT THE CALENDAR.
SO THAT PUTS US AT 440 MINUTES AT ALL OF THE LEVELS EXCEPT FOR OUR HIGH SCHOOLS.
THAT BRINGS ACADEMY HIGH SCHOOL UP TO 445 MINUTES.
SO THEY'RE GOING TO MATCH THE OTHER NINE THROUGH 12 CAMPUSES.
SO WITH THE CHANGE, WE WANT TO STRESS THAT IT WILL NOT CHANGE THE DAILY WORK SCHEDULE FOR STAFF.
BUT WHAT IT DOES DO IS PROVIDE TEACHERS WITH TWO FULL DAYS OF INSTRUCTIONAL PLANNING TIME.
AND THAT IS MUCH NEEDED TIME THAT ALLOWS THEM TO PLAN AND, YOU KNOW, TO TO BENEFIT OUR STUDENTS TO THE BEST POSSIBLE.
[00:10:04]
ABILITY WITH HAVING THOSE EXTRA COUPLE OF DAYS.THAT IS THE CASE HERE AS WELL.
WE WERE PAYING FOR THOSE TWO DAYS FOR SOME OF OUR CORE INSTRUCTORS AT $430,000 ANNUALLY.
SO WITHOUT THE ESSER, THIS WOULD BE A MUCH NEEDED COST SAVINGS.
ADDITIONALLY, THIS ALLOWS THAT PLANNING TIME FOR ALL TEACHERS.
SO LOOKING AT WHAT THAT CALENDAR WOULD LOOK LIKE, WE ARE LOOKING AT STARTING ON AUGUST 13TH, WHICH IS A TUESDAY, AND WE HAD TO BACK THAT UP JUST A LITTLE BIT TO ALLOW SOME SOME SPACE.
SO A BRIEF SUMMARY OF THAT CALENDAR.
WE WOULD HAVE OUR NEW TEACHERS RETURNING ON JULY 31ST.
OUR FIRST DAY FOR TEACHERS WOULD BE AUGUST 6TH, FIRST DAY OF SCHOOL, AUGUST 13TH.
WE WOULD HAVE TWO DEDICATED PLANNING DAYS ON OCTOBER 18TH AND FEBRUARY 18TH, DESIGNATED FOR THAT TIME FOR TEACHERS ALONG WITH OUR OTHER FIVE PROFESSIONAL LEARNING DAYS, STUDENT HOLIDAYS ARE THERE FOR YOU TO TAKE A LOOK AT.
WINTER BREAK IS DECEMBER 23RD THROUGH JANUARY 3RD.
SPRING BREAK MARCH 17TH THROUGH MARCH 21ST.
WE WOULD BE ABLE TO BANK THREE INCLEMENT WEATHER DAYS JUST IN CASE, AND WE'VE SEEN THE WEATHER DOING ALL KINDS OF THINGS IN THE LAST FEW YEARS, SO THOSE DAYS WOULD BE NEEDED WITH OUR SENIOR HIGHS AND HIGH SCHOOLS.
WE DON'T HAVE QUITE THE FULL I'M SORRY, THE WE WOULD BANK THE WE DON'T HAVE THE FULL THREE DAYS.
SO IF WE WERE TO EXCEED THOSE INITIAL COUPLE OF DAYS, OUR OTHER CAMPUSES ARE COVERED, BUT THE SENIOR HIGHS WOULD HAVE TO FOREGO A COUPLE OF THEIR HALF DAY EXAM DAYS, SO THEY WOULD BECOME MAY 20TH AND MAY 21ST WOULD BECOME FULL DAYS INSTEAD OF HALF DAYS.
AND THEN LOOKING AT THE CALENDAR FEATURES AGAIN, THIS IS A SUMMARY OF WHERE THE BREAKS FALL.
BUT WHAT WE'RE LOOKING AT IS 43 DAYS FOR THAT FIRST GRADING PERIOD AND 39 FOR THE SECOND, AND THEN 46 FOR THE FOURTH, AND THEN FOR THE THIRD, AND THEN THE FOURTH QUARTER IS 43.
AND ONE THING THAT YOU MIGHT NOTICE IS THAT THE INSTRUCTIONAL DAYS WOULD NOW BE AT 171 INSTRUCTIONAL DAYS, AND THE TEACHER WORKDAYS WOULD BE 185. SO THAT'S ONE ADDITIONAL DAY OFF FOR TEACHERS.
AND WE WOULD RECOMMEND DOING THAT WITHOUT ALTERING THE ANNUAL SALARY FOR TEACHERS.
WE WOULD BE ABLE TO TALKING TO JOHNNY.
HE COULD WEIGH IN ON THIS A LITTLE BIT, BUT THAT MIGHT BE ABLE TO ALLOW US TO ADJUST THERE.
THAT WOULD PAY THEIR DAILY RATE A LITTLE BIT SO THAT THEY'RE NOT EXPERIENCING A LOSS OF INCOME.
AND SO THE FEEDBACK WITH THE FEEDBACK, THESE ARE THE CHANGES THAT WE WANTED TO MAKE SURE THAT WE MADE THE LAST DAY OF SCHOOL ENDING BEFORE MEMORIAL DAY.
SO THEY HAD SOME CONCERNS ABOUT THAT.
WE HEARD THAT FROM MOST OF OUR COMMUNITY THAT THEY DID PREFER THE FULL WEEK FALL BREAK FOR STUDENTS, AND WE'RE ABLE TO CONTINUE ALLOWING STAFF, THE TEACHING STAFF, THE THREE DAYS OF FALL BREAK.
SO THAT IS ONE OF THE GAINS THAT WE HAVE BY GOING TO THE 185 DAY CALENDAR.
THE TWO CAMPUS EXTENDED PLANNING DAYS HAVE BEEN GAINED BY ADDING THOSE FIVE MINUTES FOR THIS YEAR, AND THE START AND END TIMES WOULD SHIFT AT THE SENIOR HIGH IN HIGH SCHOOLS, AND THEN THE END OF THE DAY WOULD BE FIVE MINUTES LATER FOR THE OTHER LEVELS.
AND THOSE ARE THE DIFFERENCES IN THE CALENDAR THAT YOU SAW EARLIER THIS MONTH VERSUS NOW.
AND SO WITH THAT I WILL OPEN THE FLOOR FOR ANY QUESTIONS.
[00:15:01]
I JUST HAVE A QUICK QUESTION.I THINK WHAT WE SAW BEFORE WAS LOOKING AT LIKE MAYBE 174, 172, OKAY, BECAUSE WE HAVE 174 CURRENTLY.
HOW DOES THAT COMPARE TO DISTRICTS SURROUNDING US? THAT IS A GREAT QUESTION. WE KNOW THAT THE CALENDAR THAT MCKINNEY ISD JUST ADOPTED IS 171.
AND SO THOSE ARE THE CLOSEST AT THOSE AT THOSE NUMBERS.
SO I HAD A QUESTION ABOUT THE SEMESTER BALANCE, BECAUSE THIS IS ONE OF THE SORT OF GUIDING PRINCIPLES YOU ALL USE WHEN PUTTING TOGETHER THE THE CALENDAR IS TO HAVE BALANCED SEMESTERS.
AND SO WHEN I FIRST SAW THIS ONE, I ADDED IT UP AND I THOUGHT 182 VERSUS 189.
THAT SEEMS LIKE A LARGE VARIANCE TO ME.
SO I'M JUST WHAT WHAT KIND OF VARIANCE IS ACCEPTABLE IN TERMS OF BALANCE SEMESTER DAYS, AND WHAT KIND OF VARIANCE WOULD Y'ALL CONSIDER MAYBE BEING TOO MUCH? I DIDN'T HAVE A GOOD FRAME OF REFERENCE TO REALLY INTERPRET.
I THINK WE HAVE SEEN UP TO A TEN DAY DIFFERENCE BEFORE.
SO THIS IS A SEVEN DAY DIFFERENCE 82 AND 89.
THE SPRING SEMESTER TENDS TO HAVE MORE DAYS BECAUSE OF THE TESTING THAT GOES ON IN SPRING.
SO I DON'T THINK THAT THIS IS VERY DIFFERENT FROM WHAT WE HAD.
GOT IT. I WAS GOING TO ASK ON THAT SAME SLIDE.
DO YOU KNOW HOW MANY DAYS WE END UP HAVING MORE FOR TESTING IN THAT FOURTH GRADING PERIOD? BECAUSE THAT'S THE IS THAT THE ONE WHERE WE KNOW IT'S THE THIRD GRADING PERIOD? THE THIRD GRADING PERIOD? YEAH.
SO WHAT YOU'RE I THINK WHAT YOU'RE SAYING IS IF WE HAVE FIVE DAYS OF TESTING IN THAT PERIOD, THEN WE'RE LOOKING AT 41 AND 43, WHICH IS VERY COMPARABLE TO 43 AND 39 ABOVE.
AND I DON'T KNOW THAT NUMBER OF DAYS OF TESTING.
TYPICALLY IT'S IN THE FOURTH GRADING PERIOD, AND IT VARIES BY GRADE LEVEL AND BY EXAMS. HIGH SCHOOLS WILL HAVE STAR AND AP EXAMS. MIDDLE AND ELEMENTARY WILL HAVE STAR AND MAP TESTING.
SO THE THIRD GRADING PERIOD IS LONGER IS WHAT WE'RE SEEING.
YES. AND THAT'S PARTLY DUE TO THE LATER SPRING BREAK.
SO WITH MOVING SPRING BREAK TO LATER, IT KIND OF SHIFTS WHERE THE CUT OFF BECAUSE WE WANT BREAKS TO OCCUR BEFORE, YOU KNOW, WE WANT IT TO END BEFORE A BREAK OCCURS AND THEN START A NEW.
AND SO, YOU KNOW, I CAN'T SPEAK TO THE INSTRUCTIONAL BENEFIT OR, YOU KNOW, WITH THAT HAPPENING, BUT I DON'T KNOW IF ANYONE ELSE WANTS TO SPEAK TO THAT, BUT I THINK THAT.
I THINK ONE POINT, JUST AS YOU LOOK AT THE CALENDARS, WHEN YOU LOOK AT THE THIRD CYCLE OR THE THIRD NINE WEEK PERIOD, IT IS A FEW MORE DAYS.
IT'S 46, BUT YOU ALSO HAVE THERE THERE ARE SEVERAL BREAKS THAT ARE BUILT IN WITHIN THE 46 VERSUS THE FOURTH OR THE LAST NINE WEEKS.
IT'S 43 DAYS, BUT YOU HAVE LESS.
AND SO, YOU KNOW, EVEN THOUGH IT'S A LITTLE BIT LONGER, YOU DO HAVE SOME BUILT IN BREAKS.
AND THEN, YOU KNOW, I THINK THE TEAMS LOOK REALLY HARD TO TRY TO KEEP THE BALANCE.
AND THEN YOU HAVE ALL OF THE TESTING DATES TO CONTEND WITH AND THE LAST GRADING CYCLE.
AND, LESLIE, YOU MIGHT WANT TO RECOUNT, I THINK THAT THOSE NUMBERS ARE SWITCHED.
I WAS JUST COUNTING FOR THE THIRD PERIOD AND THE FOURTH PERIOD AND AND THE FIRST PERIOD.
THE THIRD PERIOD. I'M ONLY COUNTING.
TYPICALLY, IT MAKES MORE SENSE.
AND THAT'S WHY I WAS COUNTING THIS.
BUT I COUNTED 41 ACTUAL DAYS IN THE CLASSROOM IN PERIOD THREE.
AND THEN THERE'S SIGNIFICANTLY MORE IN PERIOD FOUR, WHICH WHICH MAKES SENSE.
[00:20:03]
IT MAKES SENSE FOR THE TESTING. THAT'S WHY I WAS QUESTIONING.SO I WILL TAKE A LOOK AT THAT.
DOES THAT. YEAH. JUST I MEAN IT'S NOT HUGE.
IT JUST MAKES MORE SENSE ACTUALLY.
OKAY. SO WE WILL TAKE A LOOK AT THAT BECAUSE THAT THAT MIGHT CHANGE.
I WANT TO MAKE SURE THAT WE ARE CALCULATING.
YOU SAID THAT YOU'RE COUNTING IT A LITTLE DIFFERENTLY.
SO. IS THAT OKAY? SO LET ME KNOW IF THERE ARE ANY MORE QUESTIONS THAT I'M GOING TO ASK MY COLLEAGUES TO TO HELP ME TAKE A LOOK AT THAT NUMBER AND SEE IF THAT.
MY MOM SAID, OKAY, I'LL HAND YOU A CURRENT ONE.
YOU MADE ME NERVOUS. I THOUGHT WE I WAS LIKE, WE WE COUNTED THAT.
I DON'T RECALL, BUT THE STAFF.
AM I WRONG? LIKE THIS IS WHAT I'M ASSUMING.
IS THIS THE FEEDBACK THAT YOU GOT FROM STAFF? THE FEEDBACK? WELL, I KNOW THAT WHAT WILL MAKE THEM HAPPY BASED ON THE FEEDBACK IS HAVING THOSE FULL THREE DAYS OFF DURING THE FALL BREAK.
I KNOW THAT WE HAD SOME VERSIONS OF THE CALENDAR WHERE WE HAD ONE DAY OFF DURING FALL BREAK FOR STAFF, TWO DAYS OFF, AND WE DID GET SOME FEEDBACK THAT THEY WOULD REALLY LIKE TO HAVE THAT TIME OFF.
SORRY. AND THE TUESDAY START DATE IS A LITTLE DIFFERENT FROM WHAT WE ARE USED TO.
SO WE'VE DONE MIDWEEK START OF WEDNESDAY, BUT THE TUESDAY START GIVES US THAT LITTLE EXTRA TIME THAT WE ARE ABLE TO NOT GO PAST MEMORIAL DAY. SO WE HAD TO FIND A SPOT SOMEWHERE TO EXPAND THAT.
AND TARRAH TO YOUR QUESTION ABOUT TEACHERS, I MIGHT ADD THAT THIS CALENDAR DOES A REALLY NICE JOB OF PLACING THOSE PLC INSTRUCTIONAL PLANNING DAYS, WHICH IS A REAL BENEFIT FROM THIS.
TEACHERS, ALL EVERY TEACHER HAVING ACCESS TO THAT PLANNING TIME.
THAT WAS VERY IMPORTANT TO CABINET MEMBERS TO PLACE ONE IN THE FIRST CLARIFY SEMESTER AND SORT OF PIGGYBACK ON WHAT LISA WAS SAID, BECAUSE I DON'T THINK IT'S THAT STAFF WANT LESS INSTRUCTIONAL DAYS.
I DON'T THINK I'VE EVER HEARD THAT.
IT'S MORE ABOUT THEY JUST WANT TO MAKE SURE THEY HAVE ENOUGH PLANNING DAYS.
SO I JUST WANTED TO CLARIFY THAT.
THANK YOU FOR BRINGING THAT FORWARD, BECAUSE THAT'S ONE OF THE THINGS THAT I WANTED TO MAKE REALLY CLEAR THAT OUR OUR STAFF, IN RECEIVING THE FEEDBACK, IT WAS REALLY IMPORTANT THAT WE COULD FIND AN OPPORTUNITY TO PROVIDE INSTRUCTIONAL PLANNING AND SUPPORT THERE.
AND WE'VE BEEN ABLE TO DO THAT THROUGH SUBSTITUTES.
BUT NOT EVERYBODY HAS THE BENEFIT OF DOING THAT.
AND SO WE'VE HAD TO PRIORITIZE.
AND SO HAVING THOSE EXTRA TWO DAYS ALLOWS EVERY LEVEL, EVERY TEACHER SUPPORT STAFF ACROSS THE BOARD THAT ADDITIONAL TIME TO HAVE PLC TIME PLAYING FOR INSTRUCTION JUST AT THE RIGHT TIME, AS LISA STATED.
AND SO AND THEN TO THE TUESDAY START VERSUS A WEDNESDAY START.
I THINK EVERYBODY REALLY LIKE PREFERS THE MIDWEEK START.
I THINK IT MAKES IT EASIER ALSO FOR OUR YOUNGER STUDENTS.
AND SO THAT WAS THAT WAS REALLY THE FURTHEST LATE START THAT WE COULD START WITH, IN KEEPING ALL OF THE OTHER PARAMETERS THAT WE'RE HAVING TO WORK THROUGH.
[00:25:01]
YEAH. I JUST WANTED TO MAKE SURE THEY WERE WORKING SMARTER, NOT HARDER.I THINK A NICE THING TOO, IS JUST, YOU KNOW, RIGHT NOW OUR TEACHERS ARE WORKING 186 DAYS.
AND SO THIS CALENDAR PROVIDES 185 WITH NO ADJUSTMENT.
IT WILL BE AN ADJUSTMENT TO THE DAILY RATE.
NOT THAT YOU'RE PAID ONE DAY LESS.
AND SO DAILY THE THE PAY WILL BE ADJUSTED ACCORDINGLY AND BENEFIT TOWARDS EACH EMPLOYEE AND NOT AT A DETRIMENT. ALL RIGHT.
ANY MORE QUESTIONS? NO. ALL RIGHT. THANK YOU SO MUCH, LESLIE.
UM, DO I HAVE A MOTION ON ITEM 5.2? I MOVE THAT THE BOARD OF TRUSTEES APPROVES THE ACADEMIC CALENDAR FOR THE 2024, 2025 SCHOOL YEAR AS PRESENTED.
AND THEN ANGELA POWELL I SECOND.
LAUREN TYRA. A SECOND BY ANGELA POWELL.
THE BOARD OF TRUSTEES APPROVES THE ACADEMIC CALENDAR FOR THE 2024 2025 SCHOOL YEAR AS PRESENTED.
NOW THAT THERE'S A MOTION ON THE TABLE, IS THERE ANY FURTHER DISCUSSION? NO. ALL RIGHT.
WE WILL NOW VOTE. ALL THOSE IN FAVOR, PLEASE RAISE YOUR HAND.
SO IT LOOKS LIKE THAT'S A70 VOTE AND THE MOTION PASSES.
RIGHT THERE WENT CATHERINE AGAIN.
[6. REPORTS]
AND THE FIRST REPORT IS 6.1.IT IS THE ELEMENTARY AND SECONDARY SCHOOL EMERGENCY RELIEF ESSER UPDATE.
AND I WILL TURN THIS OVER TO JOHNNY AND YOU HAVE AN INTRODUCTION.
AND WE'RE GETTING TOWARD THE END, THE TAIL END OF ESSER.
BUT I THINK EVERYBODY IN THE DISTRICT WILL AGREE THAT MS..
REEVES IS THE EXPERT WHEN IT COMES TO ESSER.
SO SHE WANTS TO JUST UPDATE THE BOARD WITH WHERE WE'RE AT IN THIS PROCESS.
THANK YOU JOHNNY. WELL, GOOD EVENING, PRESIDENT HUMPHREY.
DR. WILLIAMS, BOARD OF TRUSTEES, CABINET MEMBERS.
SO AS JOHNNY STATED, I JUST CAME TO DO A REALLY, REALLY KIND OF QUICK REPORT FOR YOU.
JUST TO KIND OF REVIEW, WE'VE BEEN DOING THIS NOW FOR SEVERAL YEARS.
OBVIOUSLY FUNDS WERE AWARDED BACK IN 2020, BUT IT WAS FOR THE PURPOSE WAS FEDERAL FUNDS FOR SCHOOL DISTRICTS TO ADDRESS THE IMPACT OF COVID 19, AND THEN ALSO TO BE ABLE TO SAFELY REOPEN AND SUSTAIN SAFE OPERATIONS.
SO THOSE WERE THE TWO GOALS, MAINLY COMING FROM ESSER.
AND AS YOU CAN SEE HERE, KIND OF THE BREAKDOWN.
THIS WAS ACTUALLY THE ESSER ALLOCATIONS SPECIFIC TO PLANO ISD.
AND OF COURSE, IF YOU SEE THE BREAKDOWN OF WHEN EACH OF THESE WERE PASSED IN LEGISLATION AND WHEN, SO 2020 AND THEN 2021 FOR THE LAST, WHICH THE LAST PIECE, WHICH IS THE LARGEST PIECE WAS THE AMERICAN RESCUE PLAN.
AS YOU CAN SEE, AS WE WENT THROUGH FROM 1 TO 3, IT GOT SIGNIFICANTLY LARGER.
ESSER WAS THE SMALLEST OF THE THREE AT JUST OVER $4 BILLION.
THEN THE NEXT WAS OUR KARISSA, WHICH WAS ESSER TWO, WHICH CAME IN JUST UNDER $20 MILLION.
A PORTION OF THAT WAS ACTUALLY SUPPLANTED AS WELL BY THE STATE.
THE LAST ESSER THREE THROUGH THE AMERICAN RESCUE PLAN WAS NOT IT WAS FULLY SUPPLEMENTAL.
IT DID ACTUALLY HAVE SOME ADDITIONAL REQUIREMENTS.
AND HOW IT WAS WRITTEN DIDN'T ALLOW FOR ANY SUPPLANTING.
AND FOR US, THAT WAS ABOUT $8.6 MILLION.
[00:30:04]
TO BASICALLY, WE HAD TO HAVE INFORMATION UP ON OUR WEBSITE FOR OUR RTPIC REPORTS, WHICH WAS RETURNED TO IN-PERSON INSTRUCTION AND CONTINUITY OF SERVICES PLAN, AND THEN ALSO HAVE OUR HOW WE WERE GOING TO USE OUR FUNDS AVAILABLE TO THE PUBLIC.WE DID HOLD A STAKEHOLDER SURVEY FOR OUR STAFF, OUR FAMILIES AND COMMUNITY.
AND OF COURSE, WE DO HAVE A DEDICATED WEBSITE AND WE DID TAKE ALL OF THAT INFORMATION.
BASED ON OUR LEARNING COMMUNITY INPUT AND OUR SURVEY RESULTS.
ESSER FUNDS WERE DETERMINED TO ADDRESS THESE INITIATIVES IN THESE FIVE AREAS, WHICH WERE MITIGATING LEARNING LOSS, WRAPAROUND SERVICES, WORKFORCE CONTINUITY, AND PROFESSIONAL LEARNING. CCMR AND THEN JUST KIND OF THE OTHER ESSER EXPENDITURES.
AND WE'LL SHOW A BREAKDOWN OF WHAT THOSE OTHER ESSER EXPENDITURES WERE.
SO THIS IS ACTUALLY WHERE WE WERE AS OF NOVEMBER 3RD OF THIS YEAR.
AS YOU CAN SEE, IF YOU LOOK ALL THE WAY OVER TO THE SECOND TO THE RIGHT COLUMN THAT SHOWS YOU ESSER HAS BEEN FULLY EXPENDED, THAT ACTUALLY ENDED OF SEPTEMBER 30TH OF 2022, THAT WE MAXIMIZE THAT ALLOCATION.
CARISSA ESSER TWO JUST ENDED ON SEPTEMBER 30TH, 2023.
AND WE HAVE MAXIMIZED THOSE COSTS.
AND SO ALL THAT WE HAVE LEFT, AS JOHNNY HAS STATED, IS ACTUALLY ESSER THREE, WHICH THAT ENDING WILL IN SEPTEMBER 30TH, 2024.
SO AS YOU CAN SEE, WE STILL HAVE SOME FUNDS REMAINING, WHICH IS JUST UNDER $14 MILLION, WHICH IS ALL IN OUR ESSER THREE BROKEN DOWN INTO OUR STRATEGIC INITIATIVES, YOU'LL SEE THAT THE LARGEST PIECE IS IN MITIGATING LEARNING LOSS.
WE ARE REQUIRED OBVIOUSLY, TO HAVE THE 20% WE ACTUALLY HAVE BUDGETED CURRENTLY OF THE ESSER FUNDS, JUST OVER 40% OF ESSER THREE FUNDS THAT IS ACTUALLY BUDGETED FOR MITIGATING LEARNING LOSS.
SO WE HAVE DEFINITELY SURPASSED THAT REQUIREMENT.
AND THEN YOU CAN SEE WHERE WE HAVE WORKFORCE CONTINUITY AND PROFESSIONAL LEARNING CCMR. AND THEN YOU CAN SEE A BETTER BREAKDOWN OF OUR OTHER ESSER EXPENDITURES.
AND SOME OF THOSE IF YOU SEE THOSE ESSER INSTRUCTIONAL SPECIALISTS.
SO THOSE WERE ACTUALLY THAT WAS A POSITION THAT WAS SUPPLANTED FIRST WITH OUR ESSER ONE AND HAS JUST ROLLED FORWARD EVERY YEAR AND NOW IS CURRENTLY BEING PAID OUT OF OUR ESSER THREE FUNDS.
AND THEN OF COURSE WE HAD SOME FACILITY SANITIZATION.
WE DID VIRTUAL ACADEMY FROM OUR ESSER FUNDS.
AND THEN THAT LAST ONE IS ALLOWABLE EXPENDITURES.
WE'RE ABLE TO TAKE SOME INDIRECT COSTS FROM OUR FEDERAL FUNDS AT A HIGHER UNRESTRICTED RATE.
AND THAT ACTUALLY DOES OFFSET SOME OF OUR GENERAL FUND MONIES.
SO OVERALL EXPENDITURES, WE'VE SPENT $52.8 MILLION OF OUR ESSER FUNDS.
AND AS YOU SAW BACK ON THIS, YOU CAN SEE WHERE THE BREAKDOWN IS.
OF COURSE WE THAT'S THROUGH NOVEMBER AND WE PAY OUR POSITIONS THROUGH THE END OF THIS FISCAL YEAR.
SO MOST OF WHAT'S REMAINING IS GOING TO BE OUR PERSONNEL COST.
SOME OF THESE COSTS WERE SUPPLANTED.
THEY'LL ROLL OFF THE ESSER, AND THEN WE WILL HAVE TO PUT THEM BACK IN OUR GENERAL FUNDS.
CAN YOU CLARIFY WHAT YOU JUST SAID FOR A SECOND? BECAUSE THE WAY YOU WORDED IT, I WANT TO MAKE SURE THE PUBLIC UNDERSTANDS EXACTLY WHAT YOU SAID.
I KNOW WE'RE NOT SUPPOSED TO INTERRUPT.
SORRY. UM, WHEN YOU SAY THAT 9.1 MILLION ARE GOING TO ROLL OFF OF ESSER FUNDS BACK INTO THE GENERAL FUND, YOU ARE NOT SAYING THAT MONEY IS MOVING FROM FUND TO FUND EXPENSES? CORRECT. SO THERE WILL BE $9.1 MILLION OF EXPENSES THAT WE COVERED IN A PRIOR YEAR ON ESSER FUNDING THAT WILL THEN NEED TO BE COVERED UNDER THE GENERAL FUND, CORRECT. FOR THE PAST THREE YEARS? YES, MA'AM. SO THOSE POSITIONS THAT ARE CURRENTLY FUNDED TOTAL WITH A POTENTIAL PROJECTED RAISE IS GOING TO BE JUST OVER $9 MILLION.
THAT WAS IN A FEDERAL FUND THAT NOW WILL BE PAID FROM OUR GENERAL FUND.
GREAT. THANK YOU. JUST THE WAY YOU WORDED IT, I WAS LIKE, YES, MA'AM.
REAL EXPLICIT ABOUT NO, ABOUT THANK YOU FOR CLARIFYING.
THANK YOU. YES, MA'AM. ABSOLUTELY.
AND THAT IS ACTUALLY ALL THAT I HAVE.
CAN I ANSWER ANY QUESTIONS? YEAH. I JUST WANT TO CLARIFY QUESTION.
YOU SAID THAT THE 43, ALMOST A LITTLE OVER 43% HAVE BEEN SPENT TOWARDS THE LEARNING LOSS.
[00:35:02]
WE HAVE BUDGETED MORE.SO RIGHT NOW WE'VE OF WHAT WE'VE SPENT, IT'S 43.
SO WE HAVE, SO WE WILL BE SPENDING ACTUALLY EVEN MORE MONEY ON LEARNING LOSS THAN JUST SO ..
THE 20%. YES. SO WE'RE ONLY REQUIRED TO SPEND EIGHT POINT MILLION RIGHT NOW WITH BUDGETING.
WE PLAN TO PROBABLY SPEND 17.3 MILLION, WHICH IS 40% OF ESSER THREE ONLY.
OKAY. I JUST THINK THAT'S VERY IMPRESSIVE AND SHOULD BE NOTED.
IT'S IT'S LAUDABLE THAT WE HAVE MAXIMIZED OUR USE OF THAT.
THANK YOU. CAN I ASK? I THINK I HAVE THREE QUESTIONS.
I KNOW THE BUDGET SAYS 66, BUT YOU SHOW SORT OF A NET OF 43 ON, I DON'T KNOW, SLIDE TWO MAYBE, OR SLIDE THREE. IF WE WERE.
I'M JUST TRYING TO UNDERSTAND HOW HOW WE GET TO 66.
THE 66 IS ESSER ONE TWO AND THREE PUT TOGETHER.
I KNOW, BUT THEN WHEN IT SAYS ALLOCATED, IT LOOKS LIKE WE'RE GETTING ZERO ALLOCATED TO US.
I'M JUST TRYING TO UNDERSTAND HOW THAT.
SO WHEN YOU HAVE THE ALLOCATED SCHOOL DISTRICTS YOU SAY SUPPLANTED STATE AID ISD ZERO, IS IT 4.3 OR IS IT ZERO? THAT'S MY WELL.. I MEAN, TECHNICALLY WE DID GET THOSE FUNDS FOR FEDERAL, BUT IN THAT YEAR, SO OF 2019- 2020, WE ACTUALLY DIDN'T SPEND THOSE FUNDS.
IN 2019- 2020, WE HAD UNTIL SEPTEMBER 30TH, 2022.
IT'S JUST A BOOKKEEPING ENTRY.
IT'S ALL THAT IT WAS. WE DIDN'T ACTUALLY GET THE MONEY.
WE HAD TO EXPENSE IT AND WE AND BUT THEY TOOK IT.
THEY ALSO INCREASED OUR RECAPTURE BY THE SAME DOLLAR AMOUNT.
RIGHT. SO WE DID RECEIVE THOSE FEDERAL FUNDS.
SO THEN I GUESS, HOW DO WE SPEND 66 MILLION IF WE DIDN'T GET 66? BECAUSE ACCOUNTING, GENERALLY ACCEPTED ACCOUNTING PRINCIPLES, IF IT WAS PAID BY THE STATE ON OUR BEHALF, WE STILL HAVE TO BOOK IT.
AND IT'S RECORDED IN A COMPLETELY SEPARATE FUND THAN OUR GENERAL FUND MONIES.
SO I THINK I UNDERSTAND THAT, BUT THERE'S ACTUALLY CASH THAT WENT OUT.
SO IT'S WE SPENT $66 MILLION OF CASH RIGHT.
WE SPENT LESS THAN THAT BECAUSE WHAT THE STATE SUPPLANTED WE NEVER SAW CASH.
IT WAS STRICTLY A BOOKKEEPING ENTRY.
AND IN IN AND OUT. OKAY, I'M STILL SLIGHTLY CONFUSED.
CORRECT ME IF I'M WRONG. JOHNNY.
DIDN'T THE FUNDS FOR ESSER GO TO THE STATE FROM THE FEDERAL GOVERNMENT? YES THEY DID. THE CONFUSIONS FROM BUT THEY WERE ON THE DISTRICT'S BEHALF IS WHY WE HAD TO BOOK IT.
RIGHT? YOU KNOW, THE CONFUSION IS THAT I UNDERSTAND THAT PIECE, THE CONFUSION THAT WE STILL, ACCORDING TO THIS BUDGET, ARE SPENDING 66 MILLION, EVEN THOUGH IN THEORY WE'RE GETTING 43 MILLION.
THAT'S THE THING. THAT'S MY CONFUSION BECAUSE 27 MILLION IS BEING KEPT BY THE STATE.
WELL, SO SO YOU GOT THE PART THAT WE HAVE TO BOOK IT ALL.
THE 66 IS ACCUMULATION OF ESSER, TWO AND THREE.
RIGHT. YEAH, I UNDERSTAND THAT.
OKAY. BUT THE FULLY SUPPLEMENTAL PIECE OF IT WAS JUST ESSER THREE.
RIGHT. SO WE DIDN'T HAVE ANY SUPPLANTING AS FAR AS THE STATE FUNDS.
SO YOU ARE CORRECT IN THAT THOSE THOSE WERE FULLY SUPPLEMENTAL IN ADDITIONAL.
I GET THAT. SO I'M JUST WONDERING, HOW DO WE SPEND 66 IF WE ONLY GET 43? SO ONCE, ONCE AGAIN IT'S JUST AN ACCOUNTING ENTRY.
WE WE ACTUALLY HAD THE BENEFIT OF THE 43 WITH ESSER THREE, THE 19.2 WITH ESSER TWO AND THE 4.1 WITH ESSER . SO WE HAD THE BENEFIT AND WE REQUIRED LEGALLY TO SHOW THAT WE HAD THE BENEFIT.
AND WE ALSO SPEND IT JUST ON ACCOUNTING, ON ACCOUNTING PRINCIPLES.
SO BOTTOM LINE IS WE DIDN'T ACTUALLY WRITE A CHECK FOR $66 MILLION.
SO LET ME ASK A QUESTION HERE.
OKAY. SO CLARIFYING THAT I THINK WE'LL GET TO TO YOUR POINT.
SO OUR ESSER FUNDS WERE SENT TO THE STATE OF TEXAS ON OUR BEHALF.
WE HAD TO DO AN ACCOUNTING ENTRY TO BOOKKEEP THIS, BUT THAT $4.1 MILLION THAT WAS SPENT IN THIS WAY WAS ACTUALLY PART OF OUR OWN TAX LEVY. AND SO WE WERE REQUIRED TO SPEND ESSER FUNDS ON LEARNING LOSS IN CERTAIN THINGS.
BUT WE ACTUALLY DIDN'T GET THE CASH IN TO DO THAT.
[00:40:02]
WE IT WAS STATE AID, WHICH IN OUR CASE WAS OUT OF OUR OWN TAX LEVY.OR MAYBE WE SPENT WE DIDN'T, WE HAD 20 MILLION LESS OF RECAPTURE TO PAY.
I'M JUST TRYING TO MAKE SURE I UNDERSTAND THAT THERE WAS AN EXTRA $20 MILLION THAT WE EITHER USED TO OFFSET SOMETHING ELSE, SO THAT I'M CLEAR ON THE THE BUDGETS. AND SO I WILL SAY ESSER TWO, JUST FOR CLARIFICATION, IT WAS NOT FULLY SUPPLANTED.
AND SO SOME OF IT WAS WAS SUPPLEMENTAL.
WHICH WE GO INTO HOLD HARMLESS.
AND THAT WAS A WHOLE COMPLICATED THING BASED ON ENROLLMENT, HOW MUCH IT HAD DECREASED RIGHT AFTER.
AND THE THE STATE WAS TRYING TO MAKE US WHOLE.
SO IT WASN'T THE FULL AMOUNT BECAUSE IT WAS SIGNIFICANTLY MORE THAN THE PREVIOUS YEAR.
AND SO IT WASN'T THE FULL 19 MILLION.
I'LL TALK TO YOU LATER ABOUT IT. WE'LL FIGURE IT OUT.
JUST TO BE HONEST WITH YOU. I'M THINKING THROUGH THAT PROCESS.
I THINK THAT WAS WHAT YOU WHAT YOU WANT TO GET.
SO LET ME GET THAT TOGETHER FOR YOU AND I'LL AND I'LL SHARE THAT WITH YOU.
GOT IT. AND THEN SECOND DO ARE WE MEASURING, I GUESS, THE EFFECTIVENESS OF THESE FUNDS? YES, SIR. ACTUALLY WE ARE.
AND PART OF THE REPORTING AND THE REQUIREMENTS FOR THE COMPLIANCE PIECE, WE ACTUALLY DO REPORTING.
SO YES, SIR. UM, I WOULD LOVE TO SEE THAT TOO.
OKAY, I CAN, I CAN OBVIOUSLY I WILL PASS THAT ALONG TO MY FRIENDS AND ACADEMICS FOR SURE.
AND THEN MY THIRD AND FINAL QUESTION IS JUST I KNOW YOU MENTIONED THAT WE'RE TAKING $9 MILLION ISH ON TO OUR BUDGET NOW, DOES THAT MEAN THAT WE'RE CONTINUING WITH ALL THE PROGRAMS OR ARE THERE SOME PROGRAMS WE'RE NOT CONTINUING WITH, WHAT DOES THAT LOOK LIKE? THAT'LL BE A I MEAN, THAT'S A REALLY GOOD QUESTION.
SO EACH OF THOSE ITEMS THAT WE HAVE BEEN SUPPLANTING, WE WERE USING THOSE PROGRAMS BEFORE.
A LOT OF THEM WE WERE USING BEFORE.
THE PROGRAMS WE WERE NOT USING BEFORE, OBVIOUSLY WILL GO AWAY OR THE MAJORITY OF THOSE WILL GO AWAY.
THAT WILL BE EVALUATED DURING THE BUDGET PROCESS.
TO SEE WHETHER WE CONTINUE, WE NEED TO CONTINUE TO BE OFFERING THOSE SERVICES.
SO I HAVE A QUICK QUESTION, IF YOU DON'T MIND, AND YOU MAY NOT KNOW THE ANSWER TO THIS, BUT THE AMOUNTS THAT WERE SUPPLANTED BY THE STATE ARE THEY SHOWING ANY KIND OF ACCOUNTABILITY FOR THOSE FUNDS.
AND I KNOW I'M PUTTING YOU ON.
LIKE I SAID, I'M TRYING TO THINK OF EVEN..
AND SO THERE IS SOME ACCOUNTABILITY, I THINK.
I'M NOT SURE THE LEVEL, BECAUSE I HAVEN'T REALLY STUDIED THAT PART OF IT.
BUT I DO KNOW THAT THE STATE IS HELD ACCOUNTABLE FOR WHAT THEY GET FROM THE FED.
RIGHT. OKAY. DANNY, YOU WERE GOING TO SAY SOMETHING.
I JUST WANTED TO. WHEN WE TALK ABOUT SUPPLANTING, WE'RE TALKING ABOUT THE STATE REDUCING THE AMOUNT OF STATE AID THAT THEY PROVIDE TO SCHOOL DISTRICTS BY THE AMOUNT OF THE THE MONEY THAT THEY'VE RECEIVED FROM THE FEDERAL GOVERNMENT TO DISTRIBUTE TO US.
SO ESSENTIALLY, WHEN WE TALKED ABOUT THAT HISTORIC SURPLUS GOING INTO LEGISLATIVE SESSION, A SIGNIFICANT PORTION OF THAT IS THE MONEY THAT THE STATE DID NOT PROVIDE US, BECAUSE THEY USED THE FEDERAL MONEY TO PROVIDE US THE MONEY THEY WERE REQUIRED TO PROVIDE US UNDER STATE LAW, INSTEAD OF USING STATE MONEY TO PROVIDE US THAT MONEY THAT THEY WERE REQUIRED TO PROVIDE UNDER STATE LAW.
SO TO THE EXTENT THAT THEY'RE USING THOSE DOLLARS AND THEY'RE SENDING THEM TO US IN THE SAME AMOUNTS WITH WITH THOSE, YOU KNOW, THAT RED TAPE ESSENTIALLY THAT'S ASSOCIATED WITH THAT MONEY, BUT THAT'S A LOT MORE GENERAL THAN THAN SOME OF THE REQUIREMENTS THAT WERE PLACED ON US IN ESSER THREE LATER ON.
SO IT'S A DIFFERENT IT'S DEFINITELY A DIFFERENT LEVEL OF REQUIREMENT.
BUT I JUST WANTED TO POINT OUT THAT THAT'S THAT'S A BIG PART OF WHERE THAT SURPLUS CAME FROM.
OKAY. AND I KNOW THAT THEY GOT SMART ON ESSER THREE AND SAID STATES CAN'T DO THIS.
I WONDER IF WE WERE THE STATE THAT THEY WERE REACTING TO, PERHAPS.
ARE THERE ANY OTHER COMMENTS OR QUESTIONS? THANK YOU SO MUCH, COURTNEY.
THAT'S A THAT'S A TOUGH THING TO BE HANDLING.
WE'LL MOVE ON TO REPORT 6.2, WHICH IS THE 2024 2025 BUDGETING STAFFING AND SCHEDULING TIMELINE.
AND I'LL TURN THIS OVER TO JOHNNY.
ALL RIGHT. THAT FUN TIME OF THE YEAR.
[00:45:02]
SO BELIEVE IT OR NOT, IT SEEMS LIKE WE JUST PASSED THE BUDGET.AND NOW WE'RE READY TO WORK ON ANOTHER BUDGET.
AND THERE'S A LOT THAT GOES INTO IT.
ARE WE FOLLOWING THE STATE AND FEDERAL GUIDELINES? AND THEN NUMBER ONE, AND THIS IS REALLY THE MOST IMPORTANT IS ARE THE RESOURCES WE'RE USING.
ARE THEY A MAXIMIZING OR ARE THEY CONTRIBUTING TO STUDENT LEARNING.
SO JUST BUDGET OBJECTIVES, SOMETHING THAT WE ACTUALLY LOOK AT WHENEVER WE LOOK AT THE FIVE DIFFERENT PILLARS IS, YOU KNOW, WHAT IS OUR OBJECTIVES UNDER EACH ONE OF THE FIVE PILLARS? OBVIOUSLY PILLAR ONE TEACHING AND LEARNING.
MAKING A PILLAR NUMBER TWO LIFE READY.
NUMBER THREE IS EMPLOYEE SERVICES.
AND THAT IS, OF COURSE, TALENT ACQUISITION SUPPORT AND GROWTH.
WE WANT TO MAKE SURE THAT WE CONTINUE TO LOOK AT OUR BUDGETS.
OBVIOUSLY, WE ALL KNOW THAT 85, 86% OF OUR BUDGET IS IN COMPENSATION.
AND OF COURSE, SAFETY AND WELLNESS.
COMMUNITY ENGAGEMENT IS BECOMING A BIGGER AND BIGGER ISSUE.
AND THEN, OF COURSE, MY FAVORITE PILLAR, NUMBER FIVE.
THIS IS OUR RESOURCE MANAGEMENT.
AND OF COURSE, WE WANT TO CONTINUE TO LOOK AT WAYS THAT WE CAN DO EVALUATION OF OUR PROGRAMS TO MAKE SURE THE MONEYS THAT WE ARE SETTING UP FOR THE BUDGETS ARE BEING SPENT IN THE MOST COST EFFECTIVE WAY.
ONE OF THE WAYS WE DO THAT, OF COURSE, IS WITH OUR ZERO BASED BUDGETING ON OUR DEPARTMENT BUDGETS.
ANOTHER WAY IS THROUGH OUR STRATEGIC BUDGET ALLOCATIONS.
WE WANT TO MAKE SURE THAT THAT WE ARE MEETING ALL OF OUR STATE AND FEDERAL GUIDELINES.
WE WANT TO MAKE SURE THAT WE ADEQUATELY CAN FUND BALANCE OUR RESERVES.
UNFORTUNATELY, WE DON'T GET PROPERTY TAXES THROUGHOUT THE YEAR.
WE GET THOSE REALLY STARTING IN NOVEMBER, DECEMBER, JANUARY.
AND SO WE ACTUALLY MONITOR THAT.
AND THEN WE NEED TO MAKE SURE THAT IN A DISTRICT THAT IS DECREASING IN STUDENT ENROLLMENTS, THAT WE ACTUALLY HAVE ENOUGH FUND BALANCE AVAILABLE TO DEAL WITH THOSE BUDGETS, TO CONTINUE TO OFFER THOSE THOSE QUALITY PROGRAMS, AND THEN TO MEET ANY KIND OF UNFORESEEN LEGISLATIVE ACTION THAT MIGHT, MIGHT HAPPEN TO US.
NUMBER ONE IS TO REVIEW THE CURRENT ALLOCATION RESOURCE MODEL.
AND THAT'S WHAT WE'RE DOING THIS EVENING IS GOING OVER THAT MODEL.
WE TWEAK IT EVERY YEAR ANYWAY.
BUT TO MAKE SURE THAT YOU GUYS ARE ALL COMFORTABLE WITH THE MODEL THAT WE'RE USING.
I WILL SAY THIS IS ONE OF THE ITEMS THAT WE'VE INCORPORATED INTO OUR PROCESS FOR THIS YEAR.
AND THAT IS PICKING OUT THOSE THOSE BIG DEPARTMENT TYPE PROGRAMS THAT WE SPEND QUITE A BIT OF MONEY ON AND FINDING OUT WAYS THAT WE CAN ACTUALLY DO EVALUATIONS ON THOSE PROGRAMS. IN OTHER WORDS, WE SPEND A HALF $1 MILLION ON THIS SPECIFIC SOFTWARE.
IS IT IS IT ACTUALLY WORKING? THAT'S SOMETHING THAT MOST SCHOOL DISTRICTS HAVE NOT REALLY DONE A VERY GOOD JOB OF.
IT'S ONE OF THE INITIATIVES THAT WE'RE STARTING.
[00:50:06]
SUBSEQUENT YEARS.THIS IS OUR BUDGETS GO ACROSS MULTIPLE DIFFERENT MAJOR DEPARTMENTS.
WHAT DEPARTMENTS ARE WE ACTUALLY USING IN COLLABORATION WITH ONE ANOTHER.
WE KNOW THAT THE TEXAS EDUCATION CODE ACTUALLY SETS UP THE BUDGET.
YOU KNOW, HOW IS IT DONE? HOW IS IT DEVELOPED, HOW DOES IT CARRY OUT.
SO WE KNOW THAT I BELIEVE THAT'S IN CHAPTER 43 OF THE TEXAS EDUCATION CODE WHERE IT LAYS THAT OUT.
BUT WE ALSO KNOW THAT IN OUR DISTRICT, LIKE EVERY OTHER DISTRICT, THERE IS A LOT OF COLLABORATION BETWEEN THE FINANCE DEPARTMENT, THE HR OR EMPLOYEE SERVICES DEPARTMENT, AND ALSO THE ACADEMICS DEPARTMENT.
AND SO HERE IN A SECOND, WE'LL SHOW YOU HOW WE LAY OURS OUT AND HOW THEY THEY RELY ON EACH OTHER.
AND THEN AND THEN FINALLY, IT'S SUPER IMPORTANT THAT THE CALENDARS SYNC UP.
AND THEN ONCE AGAIN, WE'RE GOING TO TALK ABOUT THIS, THIS MODEL.
SO WE DO HAVE AND THIS IS A LITTLE OVERWHELMING AND I APOLOGIZE FOR THAT.
THIS IS THIS IS MAINLY AN INTERNAL DOCUMENT THAT WE USE.
BUT WE DO WANT TO SHARE IT WITH YOU BECAUSE IT IS SUPER, SUPER IMPORTANT.
I WILL SAY I DID A PROGRAM, A THE BUDGET COHORT THAT TASBO PUTS ON.
WE WE, WE WERE ASKED TO DO SOME LEADERSHIP IN THAT AND SOME TRAINING WITH THAT.
AND, AND WE HAD A LOT OF REALLY, REALLY COOL FEEDBACK AND A LOT OF REQUESTS TO ACTUALLY SEE THIS.
THOSE ARE SUPER, SUPER IMPORTANT DATES BECAUSE THOSE ARE, OF COURSE, OFFERINGS EXACTLY HOW YOU ARE ACTUALLY GOING TO BUILD YOUR STAFFING MODELS, ESPECIALLY AT THE SECONDARY LEVEL. SO THAT FEEDS INTO THE MIDDLE SECTION, WHICH IS THE STAFFING CALENDAR.
YOU CAN READ THIS AND IF YOU'VE GOT QUESTIONS, LET ME KNOW.
AND YOU CAN ACTUALLY SEE THAT WE ARE ALREADY IN THE PROCESS OF TURNING BUDGET DEPARTMENT BUDGETS OUT TO THE CAMPUSES, NOT CAMPUSES, BUT TO THE DEPARTMENTS TO GET THEM TO START WORKING ON THAT PROCESS.
HEY JOHNNY, WHEN YOU HAD THAT SLIDE UP, WHY ARE CERTAIN ONES HIGHLIGHTED? LIKE I SAID BEFORE, THIS IS A WORKING DOCUMENT.
OKAY. THAT'S FINE. AND I SHOULD HAVE TO BE HONEST WITH YOU.
THAT'S SIGNIFICANCE FOR THE ACADEMIC.
IT'S A POINT OF EMPHASIS ON THE ACADEMIC TEAM.
THEY'VE HIGHLIGHTED IT, SO IT WOULD DRAW ATTENTION TO IT.
I SHOULD HAVE TAKEN THE HIGHLIGHT OFF.
THAT'S FINE. I JUST THOUGHT IT MEANT SOMETHING WHEN I SAID IT WAS A WORKING DOCUMENT.
WE'RE CONTINUALLY WORKING IN IT.
I MAINLY JUST MADE A COPY OF IT AND STUCK IT ON THE PRESENTATION.
BUT YOU CAN ACTUALLY SEE THERE'S A LOT OF WORK THAT WILL CONTINUE THROUGH THIS.
AND WE HAVE WE SHOULD HAVE A PRETTY GOOD IDEA WHEN WE GET TO MARCH AND APRIL THAT WE'LL START PRESENTING AND ACTUALLY START DOING BUDGET WORKSHOPS, WHICH WE'RE DOING RECOMMENDATIONS, GETTING FEEDBACK FROM THE BOARD THAT'LL THAT'LL GO THE COUPLE OF MONTHS LEADING UP TO THE JUNE OVERALL BUDGET PRESENTATION TO THE BOARD.
AND OF COURSE, WE'RE A JULY 1ST START DATE.
SO THE THE BUDGET IS ONE OF THE REQUIREMENTS THAT THE BOARD HAS TO FULFILL.
IT'S ONE OF THEIR OBLIGATIONS.
SO OBVIOUSLY WHEN I SAID THAT COMPENSATION IS, YOU KNOW, IT'S 85, 86%, WHAT DRIVES ONE OF THE MAIN DRIVERS OF THAT, OF COURSE, IS OUR OUR TEACHER WORKFORCE. AND SO IF YOU JUST THIS IS JUST A FORM THAT I THINK MORE IS INTERESTING THAN ANYTHING ELSE BECAUSE THIS GOES IN THIS IS A BIG ONE OF THE IT IS THE BIGGEST COMPONENT OF OUR BUDGET. AND THAT'S THE THE TEACHERS.
IT'S A VERY LABOR INTENSIVE BUSINESS THAT WE'RE IN.
[00:55:03]
AND THEN YOU CAN LOOK AND SEE JUST THE NUMBER OF TEACHERS YEAR OVER YEAR.THIS IS THE NUMBERS THROUGH ATTRITION.
AND I JUST WANT TO SEE HOW MUCH IT IS GOING DOWN.
SO YOU CAN GO ALL THE WAY DOWN WHERE IT SAYS CUMULATIVE PERCENTAGE CHANGE.
ONCE AGAIN THIS IS THROUGH ATTRITION.
AND THAT IS IF YOU'RE LOSING ENROLLMENT THEN THEY'LL ACTUALLY LOOK AT YOUR LAST FIVE YEARS TO MAKE SURE THAT YOU'RE TRACKING WITHIN A CERTAIN PERCENTAGE, YOU'RE TRACKING A CERTAIN PERCENTAGE OF YOUR STAFF.
YOU CAN SEE THAT WE'RE RIGHT ON TOP OF EACH OTHER.
IF YOU LOOK AT THE NEXT THE LAST ROW, WE'VE ACTUALLY DECREASED IN OUR OUR TEACHING STAFF ABOUT 13%.
AND THEN YOU CAN SEE THAT OUR STUDENT ENROLLMENT HAS GONE ABOUT 11, 11.5%.
SO WE'RE TRACKING RIGHT ON TOP OF EACH OTHER.
THEN OBVIOUSLY, YOU KNOW, WHAT ABOUT ALL THE TEACHING? WHAT IS THAT DOING TO YOU? WELL, WE DO MONITOR IT AND WE MAKE SURE THAT WE THAT WE'RE EFFICIENT WITH HOW WE'RE WE'RE TAKING CARE OF THE STUDENT'S NEEDS.
I ALSO THINK THIS IS IMPORTANT TO MAINTAIN.
THIS IS THE LAST FIVE YEARS THAT WE'VE ACTUALLY DONE ZERO BUDGETING.
I JUST WANT TO POINT OUT, IF YOU LOOK IN THE FAR RIGHT, THAT'S THE CPI.
WE JUST PULLED THAT OFF THE DFW SITE.
THE 1.8, THE 1.2, THE 7.8, THE 8%.
THOSE ARE ACTUALS FOR THE YEAR.
THE 6.4 WAS THE ACTUAL AS OF JUST FOR THIS YEAR, AS OF THAT, THAT DATE.
SO THAT MAY CHANGE A LITTLE BIT, BUT THAT'S AS OF THE DATE I PULLED IT.
THAT'S ABOUT A 5% INCREASE OVER OUR DEPARTMENT BUDGETS.
SO 0% BUDGETING IS DEFINITELY WORKING.
WE'VE GONE UP ABOUT OVERALL OVER THOSE FIVE YEARS ABOUT A 5% INCREASE.
INFLATION HAS HIT US ABOUT FIVE TIMES THAT.
SO LOOKING AT THE RESOURCE ALLOCATION MODEL, OBVIOUSLY WHAT YOU WANT TO DO IS MAKING SURE THAT ALL YOUR, IF YOU REMEMBER ONE OF THOSE GUIDING QUESTIONS IS, ARE YOUR CAMPUSES BEING ADEQUATELY AND EQUITABLY FUNDED? THIS IS THE MODEL WE USE TO MAKE SURE THAT IS ACTUALLY HAPPENING.
SIMPLY PUT, THE GREATER THE NEED OF THE CAMPUS, THE MORE RESOURCES THAT CAMPUS SHOULD BE ALLOCATED.
SO THAT'S WHAT WE'RE TRYING TO DO WITH THIS MODEL.
WE CALL IT A CAKE IN SOME INSTANCES, BUT IT'S BASICALLY BUILT ON TOP OF EACH OTHER.
ALL DISTRICTS ARE ALLOTTED WELL THEY'RE ALLOTTED SO MUCH MONEY PER PER STUDENT.
AND THEN THERE'S ALSO WHAT WE CALL STATE MANDATED PROGRAMS. AND SO IF YOU'RE IF YOU HAVE A UNIQUE NEED OR STUDENT CHARACTERISTIC, THEN YOU'RE ALLOTTED A LITTLE ADDITIONAL MONIES.
AND THAT'S THOSE ARE WHAT THOSE ARE THE GIFTED AND TALENTED THE CTE SPECIAL ED STATE BILINGUAL.
AND SO THOSE ARE THOSE PICK OR PROGRAM INTENT CODES IS WHAT'S UNDERNEATH THERE.
WE ALSO HAVE SOME SPECIAL CURRICULAR PROGRAM FUNDING.
AND THAT IS JUST THINK ABOUT OUR ACADEMIES.
THINK ABOUT OUR IB PROGRAMS. IT REQUIRES A LITTLE BIT MORE FUNDING FOR THOSE LEVELS WE HAVE ON CAMPUSES THAT HAVE EXTREMELY HIGH, HIGH AT RISK STUDENT BODY.
WE GIVE IT AN ADDITIONAL ALLOTMENT.
WE'LL SEE HERE IN A SECOND. I THINK IT'S $8 INITIAL $8 PER STUDENT.
AND THEN OF COURSE THE TITLE CAMPUSES RECEIVE ADDITIONAL FEDERAL FUNDING.
I CAN BLOW THESE UP FOR YOU, FOR SOME OF YOU, IF YOU WANT ME TO.
BUT WHAT WHAT I'LL DO IS JUST SHOW YOU ONCE AGAIN, THE DIFFERENT LEVELS.
BUT THIS IS THE NON PAYROLL BUDGET.
THEY RECEIVED AN ALLOCATION OF $66.
AND THEN BASED ON THE UNIQUE STUDENT CHARACTERISTICS OF THAT CAMPUS IT BUILDS ON TOP OF THAT.
ONCE YOU GO TO THAT LEVEL, ONE LEVEL, YOU GO TO THE NEXT.
THE OTHER IS STILL CALLED LEVEL ONE, BUT IT'S SPECIAL CURRICULAR AND YOU CAN ACTUALLY SEE THE DIFFERENT ACADEMIES AND IB PROGRAMS. THERE'S ADDITIONAL FUNDING ALLOTTED TO THAT.
SO THEN WE TALK ABOUT THE STAFFING CAMPUS.
THE CAMPING STAFFING ALLOCATION.
[01:00:01]
IT'S THE RATIOS THAT WE GO BY.THE STAFFING LEVEL B IS BASICALLY THE ADMINISTRATION WITHIN THE THAT'S WITHIN THAT CAMPUS.
AND THEN OF COURSE, SPECIAL SPECIALIZED CURRICULAR PROGRAMS. ONCE AGAIN, THE ACADEMIES AND THE IB PROGRAMS HAVE ADDITIONAL STAFFING THAT'S ALLOTTED TO THOSE.
AND THEN YOU ACTUALLY CAN GO ALL THE WAY UP TO THE LEVEL TWO.
AND THOSE ARE SPECIFIC NEEDS SPECIFICALLY THINKING IN THAT IF YOU'VE GOT A SPECIAL SPECIAL NEEDS PROGRAM AT THAT CAMPUS, THEN OF COURSE YOU'RE ALLOTTED A SPECIFIC STAFF FOR THAT, AS WELL AS ESL, BILINGUAL, A SPECIAL STAFFING FOR THAT.
AND THEN OF COURSE, THAT LEVEL THREE, ONCE AGAIN IS THE FEDERAL ADDITIONAL STAFF.
I'M NOT GOING TO ASK YOU TO READ THAT.
BUT OBVIOUSLY EVERYTHING TIES BACK.
WE DON'T ACTUALLY WE USE THIS SHEET JUST AS A MASTER WORKSHEET.
BUT I WILL SAY WE WE DON'T ACTUALLY GIVE THIS TO OUR CAMPUSES.
WE HAVE A SPECIAL SHEET FOR EACH ONE OF THE LEVELS.
THAT ACTUALLY IS A SUMMATION OF ALL OF THESE.
IT'S BROKEN DOWN BY EACH CAMPUS.
AND THEN WHEN WE MEET WITH THE CAMPUS ADMINISTRATION, NOT ONLY DO WE GIVE THEM THE SPECIALIZED STAFF FOR ELEMENTARY AND THE ONE FOR MIDDLE SCHOOL AND THEN WON, IT'S BASICALLY TIES TO THIS, BUT IT'S A LITTLE EASIER.
AND THEN WE ACTUALLY GIVE THEM THE NUMBERS BASED OFF OF THOSE OF THOSE THOSE SALARY ALLOCATIONS.
THAT IS A VERY QUICK RUN THROUGH OF THE START OF THE BUDGET PROCESS.
I'M MORE THAN HAPPY TO ANSWER ANY QUESTIONS THAT YOU GUYS MIGHT HAVE.
CAN I ASK JUST ONE QUICK QUESTION ON THE TEACHER ATTRITION NOTE? SURE. LET ME GO BACK TO REAL QUICK.
THIS IS FEELS LIKE THE FIRST YEAR WHERE WE'VE LOST MORE TEACHERS AND STUDENTS CUMULATIVELY.
IS THERE SOME SORT OF A MAGIC NUMBER THAT WE WANT TO STAY BETWEEN OR AROUND AS IT RELATES TO THAT ATTRITION NUMBER? YEAH. SO, SO.
WE REALLY WANT TO TRY TO STAY ON TOP OF IT AS CLOSE AS WE CAN.
ONE THING THAT I'LL SAY ABOUT, ABOUT THIS YEAR IS WE ARE DEVELOPING TOOLS AND OUR TEACHER TO STUDENT RATIOS THAT WE ARE ABLE TO TRACK IT A LITTLE BIT HARDER OR A LITTLE BIT, I MEAN, ACTUALLY TRACK IT A LITTLE BIT BETTER.
AND SO WHEN YOU SEE THAT THE CHANGE OF TEACHERS WERE A LITTLE MORE THAN THE CHANGE IN ENROLLMENT.
AND THEN AS WE GOT LATER INTO THE YEAR, EVEN PAST LABOR DAY, WE HAD A HAD A INFLUX.
SO WHAT THAT MEAN? WE ACTUALLY ADDED STAFF AS A RESULT OF THAT, BUT NOT AT THE SAME NOT AT THE SAME LEVEL AS WHAT WE WERE WITH THE KIDS.
WHAT THAT DID IS THAT ACTUALLY MADE THE RATIOS GO UP JUST A LITTLE BIT.
I WILL SAY THOUGH, THE RATIOS ARE STILL ALTHOUGH WE HAVE REALLY HIGH TRIGGERS THAT WE'RE TRYING TO REACH OUR RATIOS, OUR TEACHER TO STUDENT RATIOS ARE STILL AROUND.
I MEAN, HONESTLY AROUND AVERAGE AROUND THE 20 TO 1 STILL PRETTY GOOD.
BUT BUT TO ANSWER YOUR QUESTION, YES, IN A PERFECT WORLD, WE'D LIKE TO BE RIGHT ON TOP OF IT.
AND IF YOU LOOK AT THE NUMBERS LIKE LAST YEAR, YOU CAN SEE HOW CLOSE THEY WERE.
THIS YEAR WE WERE WE'RE STILL OFF A LITTLE BIT, BUT NOT AS MUCH.
I'M NOT SURE THE REASON, BUT LATER, MORE THAN NORMAL.
WE HAD A HUGE INFLUX LATER INTO THE PERIOD.
DOES THAT ANSWER YOUR QUESTION? IT DOES. THANK YOU. YOU BET.
ANY OTHER QUESTIONS? I HAD A FOLLOW UP QUESTION ON THE SAME SLIDE.
UM, ONE OF THE PIECES, THE DATA THAT I WOULD BE INTERESTED IN SEEING IS AN ADDITIONAL LINE ON HERE, WHICH IS CUMULATIVE PERCENTAGE CHANGE IN NON TEACHER STAFF. SO JUST YOU KNOW BECAUSE I WOULD I WOULD HOPE THAT THAT ALSO WOULD TRACK WITH THIS AND THAT WE'RE NOT OUT OF VARIANCE THERE. IT'S A REALLY GOOD QUESTION I WANT TO SAY I MEAN I DID THIS SPECIFICALLY JUST JUST TO MAKE A POINT ON TEACHERS, BUT ON OUR ACFR REPORT, IT'S FUNNY THAT YOU SHOULD BRING THAT UP. WE HAVE THIS INFORMATION.
WE DO A LOT OF TEN YEAR STATISTICAL DATA ON OUR AUDIT REPORT.
THAT'S NOT NECESSARILY REQUIRED.
AND AT THE END OF OR THE BACK OF 180 PAGE AUDIT REPORT OR WHAT WE CALL ACFR, YOU CAN SEE THAT IT ACTUALLY HAS TEACHING BODIES, BUT IT ALSO HAS EVERY IT HAS EVERY GROUP OF EMPLOYEE THAT WE HAVE.
[01:05:01]
AND YOU CAN ACTUALLY SIT OVER A TEN YEAR PERIOD.DOES THAT HELP. SO IT'S OUT THERE FOR EVERYBODY TO LOOK AT.
IF THEY WANT TO. THEY HAVE TO DIG THROUGH AN ACFR REPORT, WHICH I THINK IS PRETTY EXCITING.
BUT MOST PEOPLE, JOHNNY, I THINK IT'S EXCITING.
LOTS OF STUFF, LIKE WHO ARE THE BIGGEST TAX PAYERS IN THE DISTRICT, STOP IT.
AND BUT IT'S REALLY GOOD INFORMATION AND I'M A GEEK BUT IT IS.
ANY OTHER QUESTIONS? THOSE ARE GREAT QUESTIONS, I APPRECIATE THAT.
I'M GOING TO TURN IT OVER TO DR.
FREEMAN AND SHE WILL MAKE INTRODUCTIONS.
THANK YOU, PRESIDENT HUMPHREY, BOARD OF TRUSTEES, WE I WOULD LIKE TO INTRODUCE YOU TO BECKY JACKSON.
SHE IS THE SCHOOL IMPROVEMENT COORDINATOR AND WORKS VERY CLOSELY WITH SLI, WHO ALL CAME UP LIKE AN ENTOURAGE BEHIND HER TODAY. YOU CAN TELL THEY WORK VERY CLOSELY TOGETHER, AND SHE'S HERE TO GIVE AN UPDATE ON OUR DISTRICT SUPPORT TEAM.
BUT I ALSO WANT TO MENTION THE DISTRICT SUPPORT TEAM IS NOT MADE UP OF JUST SLI AND BECKY.
SO I'M GOING TO TURN IT OVER TO BECKY.
THE DISTRICT SUPPORT TEAM IS A RESPONSIVE APPROACH TO CAMPUS SUPPORT.
DISTRICT DEPARTMENTS, COLLECTIVELY AND INDIVIDUALLY THOUGHT PARTNER WITH CAMPUS ADMINISTRATORS THROUGHOUT THE YEAR TO PROVIDE ADDITIONAL PERSPECTIVES AND IDEAS FOR SCHOOL IMPROVEMENT SYSTEMS THAT ARE ADAPTABLE AND FLEXIBLE TO WHAT THE SPECIFIC NEEDS OF THE CAMPUS ARE.
AS THIS SLIDE DEMONSTRATES, SCHOOL LEADERSHIP AND INNOVATION IN ACADEMIC SERVICES ARE THE TWO OVERARCHING DEPARTMENTS THAT COLLABORATIVELY MEET AND DEVELOP INTENTIONAL, RESPONSIVE SUPPORT WITH CAMPUSES.
STUDENT SUPPORT SERVICES ASSESSMENT, RESEARCH AND PROGRAM EVALUATION, AND MTS.
THIS IS AN EXAMPLE OF THE COMMITMENT TO TEAMWORK OF THE DST.
WE ARE BRINGING THE RIGHT PEOPLE TO THE TABLE FOR THE RIGHT REASONS AND THE RIGHT OUTCOMES.
THE 2324 CAMPUSES SUPPORTED THROUGH THE DISTRICT SUPPORT TEAM WERE SELECTED USING HISTORICAL DATA, MAP GROWTH AND ADDITIONAL QUALITATIVE INFORMATION. THERE WERE 13 ELEMENTARY CAMPUSES, FIVE MIDDLE SCHOOL CAMPUSES, AND THREE HIGH SCHOOL CAMPUSES CHOSEN.
CAMPUSES ARE DESIGNATED AS DST MONITORED IF THEY HAVE PREVIOUSLY BEEN SUPPORTED THROUGH DST PROCESS, AND RESULTANTLY SHOWN AN UPWARD TREND IN ACCOUNTABILITY DOMAINS AND MAP GROWTH MEASURES.
ALL CAMPUSES RECEIVE SUPPORT FROM THE DISTRICT WHEN NEEDED.
DSD CAMPUSES PARTICIPATE IN COLLABORATIVE MEETINGS THAT INCLUDE ALL DESIGNATED TEAM MEMBERS FOR A COMPREHENSIVE INSPECTION OF CURRENT CAMPUS SYSTEMS AND DETERMINATION OF POSSIBLE ADJUSTMENTS TO IMPROVE STUDENT LEARNING OUTCOMES.
DSD MONITORED CAMPUSES STILL RECEIVE SUPPORTS, THOUGH THE GOAL IS TO GRADUALLY REDUCE THE PROVISION OF SUPPORT MEASURES AS THEIR IMPROVED SYSTEMS CONTINUE TO CONSISTENTLY PRODUCE EVIDENCE OF INCREASED STUDENT GROWTH AND ACHIEVEMENT.
DISTRICT SUPPORT CONTINUALLY RESPONDS TO CAMPUS NEEDS.
THE CYCLE STARTS WITH LISTENING TO CAMPUS IDENTIFIED PRIORITY PROBLEM STATEMENTS AND COLLABORATIVELY BRAINSTORMING ADDITIONAL PROBLEM STATEMENTS, BASED ON MULTIPLE DATA SOURCES SUCH AS MAP, M-CLASS, STAR, AND SEMESTER EXAMS. CAMPUS ADMINISTRATORS FACILITATE ROOT CAUSE ANALYSIS, UTILIZING THOUGHTFUL INPUT FROM TEACHING PERSONNEL ACROSS ALL CONTENT AREAS TO IDENTIFY THE FUNDAMENTAL ROOT FOR EACH PRIORITY PROBLEM STATEMENT, DEVELOP STRATEGIES THAT WILL RESOLVE THE ROOT CAUSE AND ULTIMATELY IMPROVE STUDENT LEARNING OUTCOMES.
[01:10:04]
IN FACT, TODAY WE HAD OUR SECOND ANNUAL DST COLLABORATIVE MEETING THIS MORNING WHERE ALL OF THE DST PRINCIPALS AND THEIR INSTRUCTIONAL SPECIALISTS CAME TOGETHER TO LOOK AT THEIR DATA.SO WE HYPOTHESIZED WHAT THEY EXPECT.
THEY WHAT THEY EXPECT TO SEE IN THE MIDDLE OF YOUR DATA THAT'S GOING TO COME OUT.
AS REFLECTED IN OUR PLC PROCESS QUESTION NUMBER TWO HOW WILL WE KNOW ALL STUDENTS ARE LEARNING? AS REFLECTED? SORRY.
THIS INTENTION INCORPORATES PURPOSEFUL DISAGGREGATION OF DATA MONITORING, CONTINUALLY UTILIZING MULTIPLE TYPES OF ASSESSMENTS TO MEASURE INDIVIDUAL STUDENT PROGRESS AND THE IMPACT OF INSTRUCTION.
THE FIRST STEP IN IDENTIFYING A SYSTEM THAT ALLOWS TEACHERS AND ADMINISTRATORS TO KNOW THEIR STUDENTS HISTORICAL DATA, TO BE ABLE TO COMPARE TESTS GIVEN IN CLASS TO OTHER DATA SOURCES. THAT CONTINUAL REFLECTION ON MULTIPLE ASSESSMENTS ALLOW TEACHERS TO TRACK PROGRESS THROUGHOUT THE YEAR.
THE TOP 20% OF THE NATION, AND SO ON.
THIS ALLOWS US TO SEE WHERE THE HOUSE BILL 1416 STUDENTS ARE BEGINNING THE SCHOOL YEAR.
IN COMPARISON TO CURRENT STANDARDS.
WE THEN ASK THE QUESTION IF STUDENTS ARE APPROPRIATELY PLACED IN ON LEVEL OR HONORS COURSES BASED ON THOSE MEASURES, AND AS THE SEMESTER PROGRESSES, TEACHERS AND PRINCIPALS COMPARE UNIT ASSESSMENT PROGRESS TO THE HISTORICAL DATA FOR EACH STUDENT.
TEACHERS UTILIZE THE MULTIPLE MEASURES TO IDENTIFY STUDENTS STANDARDS THE STUDENT HAS NOT SHOWN PROGRESS WITH TO DEVELOP SMALL GROUPS AND CREATE INDIVIDUAL INTERVENTION PLANS. AS YOU CAN SEE ON THIS SLIDE, THE GUIDING QUESTIONS HELP FACILITATE DATA CONVERSATIONS BY FALL QUINTILES AND INCORPORATE MULTIPLE DATA SOURCES THROUGHOUT THE YEAR, ALLOWING TEACHERS AND PRINCIPALS TO GO DEEPER IN STUDENTS UNDERSTANDING AND MONITOR PROGRESS.
INTENTIONAL, INDIVIDUALIZED PLANS FOR INTERVENTION, AS WELL AS PLANS TO ENSURE MAINTAINING GROWTH FOR STUDENTS WHO BEGIN THE YEAR PERFORMING AT HIGH LEVELS OF UNDERSTANDING ARE BEING CONTINUALLY DEVELOPED, REFLECTED ON, AND ADJUSTED WITH CURRENT DATA COLLECTED.
DID A STUDENT WHO STARTED AT THE 91ST ACHIEVEMENT PERCENTILE MAINTAINED THAT LEVEL AS A RESULT OF INSTRUCTION THEY RECEIVED IN FIRST SEMESTER? DID A STUDENT WHO STARTED AT THE 34TH ACHIEVEMENT PERCENTILE INCREASE THEIR PERCENTILE BASED ON THE INSTRUCTION THEY RECEIVED FIRST SEMESTER.
DST WILL BE EXAMINING THESE DETAILS IN THE MIDDLE OF YOUR MEETINGS WITH ADMINISTRATORS TO DETERMINE WHAT STRATEGIES AND SUPPORTS NEED ADJUSTMENT, AND HOW WE WILL MEASURE THOSE ADJUSTMENTS SECOND SEMESTER.
I'VE BEEN A PART OF THE DST PROCESS FOR SIX YEARS NOW.
IT HAS CONSISTENTLY PRODUCED POSITIVE RESULTS, INCLUDING STUDENT ACHIEVEMENT AND GROWTH OUTCOMES.
AS A RESULT, IT IS OFTEN CHALLENGING TO WEAN OFF DST SUPPORT BECAUSE CAMPUS LEADERS IMMENSELY VALUE AND APPRECIATE THIS HIGH LEVEL OF COLLABORATION.
THIS ENCOURAGING FEEDBACK FROM PRINCIPALS, ALONG WITH PROVEN SUCCESS OF THIS DST COLLABORATIVE SUPPORT, CONFIRMS THAT THIS INTENSIVE WORK REALLY DOES EQUIP AND EMPOWER PRINCIPALS TO LEAD SCHOOL IMPROVEMENT EFFORTS ON THEIR CAMPUS.
THANK YOU. WHAT QUESTIONS DO YOU HAVE? I HAVE THREE. YES, SIR.
DON'T JUDGE ME. FIRST QUESTION, HOW DO YOU IDENTIFY THE SCHOOLS? I KNOW YOU HAD 13 ON HERE.
[01:15:01]
HOW DO YOU. AND I NOTICED THAT 12 OF THEM WERE TITLE ONES.HOW DO YOU IDENTIFY THE SCHOOLS THAT YOU GUYS TARGET AND FOCUS ON? YEAH, WE DEVELOPED A GROUP OF US, DEVELOPED A RUBRIC THIS SUMMER BASED MAINLY ON ACCOUNTABILITY AND WITH WHAT ACCOUNTABILITY IS RIGHT NOW IN AUGUST AND SEPTEMBER, WE KIND OF REVISITED THAT RUBRIC AND WE LOOKED AT HISTORICAL ACCOUNTABILITY TRENDS.
WE LOOKED AT MAP GROWTH OF EACH CAMPUS AND EACH GRADE LEVEL WITHIN EACH CAMPUS, EACH CONTENT AREA.
WE SOMETIMES BROKE IT DOWN BY QUINTILES TO SEE IF THE GROWTH WAS HAPPENING WITH ALL THE QUINTILES.
AND SO WE KIND OF RANKED CAMPUSES LIKE THAT.
AND THEN I ASSUME YOU JUST CHOOSE THE ONES THAT ARE MOST NEEDING.
SO THEN MY SECOND QUESTION IS HOW DO YOU GUYS MEASURE SORT OF YOUR IMPACT.
SO, YOU KNOW, VERSUS SCHOOLS THAT DON'T HAVE YOUR INTERVENTION, DO YOU GUYS HAVE SOME YEAR OVER YEAR THINGS TO SAY THAT WHEN WE INTERVENE WE GENERALLY SEE, YOU KNOW, X PERCENT GROWTH OR SOMETHING LIKE THAT.
IT'S A GREAT QUESTION. I'M SO GLAD YOU ASKED THAT QUESTION.
THAT IS SOMETHING WE ARE DEVELOPING THIS YEAR.
ARE THOSE SYSTEMS. SO MIDDLE OF YEAR WE ARE GOING TO REALLY LEAN IN ON THAT EXACT QUESTION.
SO NEXT SEMESTER I'LL BE ABLE TO HAVE A MORE COMPLETE ANSWER ON THAT.
WE'RE DEVELOPING THOSE SYSTEMS. AND THEN MY LAST QUESTION IS WE'VE BEEN AT THESE MEETINGS AND WE'VE TALKED ABOUT, I THINK A COUPLE OF THINGS.
AND I'M JUST CURIOUS IF YOU GUYS HAVE EITHER THOUGHT ABOUT OR HOW YOU THINK ABOUT.
BUT ONE OF THOSE THINGS IS, HOW DO WE GET MORE KIDS TO TAKE AP CLASSES? HOW DO WE GET MORE ENGAGEMENT IN SOME OF OUR MORE CHALLENGING CURRICULUM? AND THEN HOW DO WE ALSO GET OR ARE COGAT TEST NECESSARILY THE BEST MEASURE FOR GIFTED AND TALENTED? HOW DO WE GET MORE OF OUR TITLE ONE KIDS IN THE GIFTED AND TALENTED ARE THOSE THINGS THAT YOU GUYS ADDRESS AS WELL, I GUESS, WHAT IS YOUR PERSPECTIVE ON THAT AND HOW DO YOU GUYS APPROACH IT? THAT CONVERSATION IS STARTING TO HAPPEN IN OUR DST MEETINGS BECAUSE WE ARE DISAGGREGATING THE DATA BY QUINTILES AND TRACKING DATA BY HOW THE QUINTILE STUDENTS, QUINTILE ONE AND TWO STUDENTS ARE PROGRESSING AND THEN THREE AND FOUR AND THEN THAT COMPARING AND CONTRASTING THE MULTIPLE DATA SOURCES IS HELPING US WITH THAT CONVERSATION.
SO WE'RE WORKING ON IT? YES. THINK JUST THAT LAST QUESTION.
AND STEVE, I'M GOING TO PUT YOU ON THE SPOT FOR JUST A MINUTE.
AND LISA, BUT YOUR QUESTION IS REALLY AROUND CCMR. AND THAT IS THE WORK OF OUR SECONDARY CAMPUSES.
AND SO I, WE'RE ADDING ANOTHER GROUP INTO THAT WORK, AND THAT IS OUR GUIDANCE AND COUNSELING TEAM, BECAUSE THEY'RE KEY IN MAKING SURE THAT THEY'RE LOOKING AT AP POTENTIAL REPORTS, ENSURING THAT STUDENTS WHO ARE AT THAT MEASURE ARE SCHEDULED APPROPRIATELY.
AND SO A COMPREHENSIVE REVIEW OF THE REPORTS AND WHICH IS NOT COGAT AND NOT MAP AND ALL THESE OTHER THINGS TO ENSURE THAT KIDS ARE SCHEDULED APPROPRIATELY. I THINK ONE OF THE OTHER SHIFTS AND I THINK THIS IS REALLY IMPORTANT.
AND LISA, YOU CAN TELL ME TO BE QUIET AND YOU CAN PICK UP RIGHT HERE.
BUT, YOU KNOW, WE HAD AN ADJUSTMENT THIS YEAR WITH SOME OF OUR HONORS COURSES.
THE KIDS THAT ARE SITTING IN AN HONORS COURSE ACTUALLY CAN BE SITTING IN ONE OF IN A MORE RIGOROUS PATHWAY, WHICH WILL ALLOW STUDENTS THAT WE KNOW THAT THE OUTCOME OF STUDENTS SITTING IN AP COURSES VERSUS NOT IS MUCH HIGHER.
THEIR SUCCESS IN COLLEGE IS MUCH HIGHER.
AND SO THAT'S ANOTHER, ANOTHER ELEMENT.
AND I WOULD TURN IT OVER TO TO THE TWO OF YOU TO ADD TO THAT QUESTION, BECAUSE I THINK IT IS PART OF THE DST, BUT WE HAVE SECONDARY CAMPUSES AND I'LL, I'LL THROW JASPER OUT THERE PLANO WEST.
THEY'RE NOT THEY'RE NOT NECESSARILY IN A DST, BUT SOME OF THE WORK THAT YOU'RE ASKING ABOUT IS REALLY OCCURRING THROUGH THE WORK THAT STEVE DOES AND LISA.
THAT IS CORRECT, WHICH IS ANOTHER ADDED BENEFIT.
BUT I WOULD LIKE FOR THE TWO OF YOU, JUST TO ADD TO THAT, ONE OF THE NEW REPORTS THAT WE'VE BEEN USING, MICHAEL, AND IT'S SUCH A GREAT QUESTION, AND WE'RE ALL RIGHT ON THE SAME LINE WITH YOU OF WANTING TO IMPROVE THAT.
WILLIAMS MENTIONED WAS THE AP POTENTIAL REPORT.
AND THAT IS SOMETHING THAT'S PRODUCED BY PSAT.
[01:20:01]
IT'S LOVELY. IT GIVES US SOME FEEDBACK, BUT WE'VE GONE A STEP FURTHER AND EXPANDED THAT FOR HONORS AND DIFFERENT LEVELS AND MADE A PERSONALIZED REPORT FOR EVERY STUDENT BASED ON MULTIPLE DATA POINTS TO REALLY BEGIN TO PUSH AND HELP STUDENTS THINK I AM CAPABLE OF TAKING THESE HONORS CLASSES. SO THAT'S BEEN SOMETHING NEW LAST YEAR THAT WE BEGAN DEVELOPING, THAT COUNSELORS STARTED USING, WHICH HELPS US NOT ONLY WITH CCMR, BUT IT HELPS US GET KIDS IN AN APPROPRIATELY RIGOROUS SET OF COURSES.SO I'LL TAKE A LITTLE DIFFERENT APPROACH.
SHE WAS TALKING ABOUT IDENTIFICATION, CASTING A WIDER NET.
COLLEGE BOARD SETS THEIR THEIR POTENTIAL REPORTED ABOUT 60%.
AND THAT CUT SCORE MEANS THAT 60% CHANCE OF MAKING A THREE OR HIGHER ON THE AP EXAM.
AND SO THAT'S KIND OF WHERE THEIR NET IS.
BUT WE'RE LOOKING AT HOW DO YOU EXPAND THAT NET.
RIGHT. SO COULD YOU DROP TO A 50% CUT.
SO FOR SOME CLASSES RIGHT IT'S A POSSIBILITY.
THAT'S THAT'S THAT'S A THAT'S A POSSIBILITY.
BUT I'LL TELL YOU ANOTHER THING THAT WE'RE DOING I CAN'T YOU GUYS SAW I CAME IN ABOUT 8:00 BECAUSE I WAS AT SHEPTON HIGH SCHOOL TONIGHT LEADING A MEETING IN SPANISH FOR I HAD A REALLY GREAT GROUP.
I DID SOME CALL OUTS AND WE HAD ABOUT 50 OR 60 PARENTS THERE TONIGHT.
AND ONE OF THE MOST COMMON QUESTIONS TONIGHT WAS AP COURSES FOR MY STUDENTS.
THE FAMILIES CAME FROM ALL ACROSS THE WORLD, CERTAINLY, BUT THEY WERE SPANISH SPEAKERS, ALL OF THEM.
THERE WAS A GROUP OF PASSIONATE TEACHERS THERE.
AND WHAT WHAT THE GOAL WAS, WAS TO MARKET AND PROMOTE AND INFORM AND THIS AND THAT ASPECT OF AP.
YOU KNOW, IF YOU LOOK AT DIFFERENT PROGRAMS, THE COLLEGIATE ACADEMY, THE IB, ALL THESE SPECIAL THINGS WE HAVE, IT REALLY IS ALSO ABOUT MARKETING YOUR BRAND, AND IT'S ABOUT MAKING SURE THAT PEOPLE HAVE THE RIGHT INFORMATION SO THAT THEY CAN MAKE THE BEST CHOICES FOR THEIR FAMILY, AND GIVING THEM CONCRETE TOOLS TO HELP THEM BE INFORMED. BUT THEN LISA TALKED ABOUT OUR COUNSELORS.
SO THEN YOU CONNECT YOUR MARKETING THROUGH YOUR COUNSELING IS ONE AVENUE, RIGHT? BUT ALSO WE CONNECT THAT THROUGH OUR PARENT MEETINGS AT THE CAMPUS.
SO TONIGHT IT WAS IT WAS A SPANISH MEETING AND THEY'VE ASKED FOR.
THIS WAS FROM THE THE PARENTS AS THEY MANY OF THEM RAISING THEIR HANDS.
IF WE COULD DO A COLLEGE NIGHT FOR THEM IN JANUARY FOCUSED ON AP COLLEGE ENTRANCE FAFSA PASFA, ALL THE THINGS THAT GO ALONG WITH THAT CREDITS, YOU NAME IT.
SO I THINK PART OF THAT IS ALSO INCREASING OUR ABILITY TO MARKET AND REACH OUR AUDIENCES AND MAKING SURE THEY HAVE THE RIGHT INFORMATION AND THAT THEY'RE INFORMED OF THE BENEFITS OF AP.
FOR EXAMPLE, YOU KNOW, I ALWAYS USE MY KIDS AS AN EXAMPLE.
I KNOW DOCTOR WILLIAMS WILL USE HER KIDS AS AN EXAMPLE.
MY DAUGHTER SOPHIE IS AT TEXAS A&M AND AND THEY AWARDED HER 30 SOMETHING CREDITS AND ALL AP AND YOU KNOW, WE'RE VERY THANKFUL FOR THAT.
SO I'M A VERY BIG FAN OF DUAL CREDIT.
I'M A VERY BIG FAN OF AP, AND I THINK EVERYBODY HAS TO MAKE THEIR DECISIONS BASED ON THE INFORMATION THAT THEY HAVE, BUT WE HAVE TO GIVE THEM THE RIGHT INFORMATION AND WE HAVE TO FREQUENTLY PROVIDE THAT TO THEM AND OPPORTUNITY FOR THEM.
SO SO I'M HITTING THAT PART OF IT, THE MARKETING AND PR PIECE AND THE EDUCATION PIECE.
AND I KNOW WE HAVE SYSTEMS IN PLACE FOR IDENTIFICATION.
AND I MIGHT MENTION SOMETHING.
I KNOW YOU ALL KNOW THIS ALREADY, SO I APOLOGIZE FOR REPEATING IT, BUT WE DID PUT SOME NEW PARAMETERS IN PLACE FOR HONORS MATH, FOR EXAMPLE, ENROLLMENT THIS YEAR AND CAST A MUCH WIDER NET.
AND IT WAS REALLY A GREAT ACTIVITY FOR US TO DIG IN AND FIND THOSE STUDENTS WHO ARE SITTING IN A CLASS WHERE THEY COULD BE SITTING IN A MORE RIGOROUS CLASS.
SO STEVE, CAN YOU JUST SHARE JUST A LITTLE BIT I KNOW THAT YOU AND GOT INTO COUNSELING.
THERE WAS A PARTNERSHIP. YOU ALL WENT OUT AND ACTUALLY HAD MEETINGS AT EACH OF THE HIGH SCHOOL CAMPUSES AROUND CCMR. SO IT'S KIND OF LIKE A DST, BUT IT'S DIFFERENT.
SO CAN YOU JUST TALK A LITTLE BIT ABOUT THAT? YES MA'AM. IT IS A LIKE A DST IN FACT VERY MUCH WE IT IS THE PRINCIPAL'S.
IT IS OUR LEAD COUNSELORS, OTHER FOLKS AT THE CAMPUS THAT HELP WITH LOOKING AT CURRENT DATA.
SO YOU LOOK AT ENROLLMENT DATA OVER TIME, YOU LOOK AT PERFORMANCE DATA OVER TIME, AND THEN YOU LEARN TO SET GOALS AND MICRO METRICS, RIGHT. SO FOR EXAMPLE, IF I'M IN AN AP CLASS AND MY ENROLLMENT IS HIGH, BUT JUST HIGH ENROLLMENT
[01:25:08]
DOESN'T NECESSARILY INDICATE THAT WE'RE GROWING THOSE STUDENTS.RIGHT. SO YOU HAVE TO LOOK AT ALSO HOW ARE WE GROWING OUR AP STUDENTS IN THOSE CLASSES.
BECAUSE THEY'RE PRETTY SMART KIDS RIGHT.
GOING IN. AND SO THAT'S ONE PART OF THE CONVERSATION.
THE OTHER PART IS HOW DO WE EMPOWER OUR TEACHERS TO TO UNDERSTAND AP POTENTIAL WITH OUR COUNSELORS RECRUIT FOR THEIR PROGRAMS AND THEIR CLASSES? AND AS A PRINCIPAL, THAT WAS ALWAYS A BIG THING FOR ME, IS THAT IF IF YOU HAVE A VERY UNIQUE PROGRAM, WHETHER IT'S AP, WHETHER THAT'S THE A FINE ARTS DIRECTOR OR A FOOTBALL COACH, I WAS A BIG FAN IN SETTING YOUR METRICS AND YOUR GOALS FOR GROWTH.
AND SO SOMETIMES THAT'S PERFORMANCE, SOMETIMES THAT'S ENROLLMENT, SOMETIMES THAT'S FOR DIVERSITY.
IT DEPENDS ON WHAT YOUR METRICS ARE.
AND YOU HAVE TO BE ABLE TO DO THAT.
AND SO WE'RE MEETING WITH ALL OF OUR CAMPUSES AND LOOKING AT SETTING CCMR GOALS TO ENSURE THAT WE ARE GROWING OUR STUDENTS ABILITY TO BE COLLEGE CAREER MILITARY READY, BUT ALSO GROWING THESE PROGRAMS TO PROVIDE MORE OPPORTUNITY TO MORE STUDENTS.
WELL, AND KUDOS TO STEVE AND THE CCMR TEAM AND PARTICULARLY OUR CAMPUS STAFF.
ONE BEAUTIFUL THING THAT HAS COME OUT OF THESE MEETINGS IS STAFF THINKING OUTSIDE THE BOX FOR WHAT ARE THE OTHER WAYS WE CAN MEET STUDENTS NEEDS? WHAT ARE THE OTHER PATHWAYS THAT WE NEED TO PUT IN PLACE, AND THAT THERE HAVE BEEN SOME REALLY GREAT IDEAS AND AND THINGS EMERGING FROM THOSE MEETINGS THAT HAVE BEEN REALLY EXCITING WORK.
AND REALLY, KUDOS TO THE CAMPUS TEAMS FIRST AND FOREMOST, CERTAINLY DR.
ABNEY AND LEADING THE CHARGE AS WELL.
ARE YOU DONE WITH YOUR QUESTIONS? OKAY. QUICK QUESTION, I LOST COUNT.
I COULDN'T TELL IF THAT WAS THREE.
ARE THERE PLANS FOR THOSE INDIVIDUALIZED PLANS FOR THE STUDENTS TO BE GIVEN TO PARENTS AT SOME POINT TO HELP COLLABORATE, SO TO ENCOURAGE THEIR CHILDREN TO MAYBE TAKE THE MORE RIGOROUS CLASS? I ASK THIS AS THE PARENT OF A NINTH GRADER WHO'S LIKE, YEAH, I MIGHT DROP DOWN TO AN ON LEVEL CLASS, AND I'M HORRIFIED BECAUSE I'M LIKE, NO, YOU CAN TOTALLY DO THIS, BUT I DON'T HAVE ANYTHING FROM THE SCHOOL TO HELP BACK ME UP.
THE OTHER PARTNER IS THE SCHOOL AND WHETHER THAT'S THE PRINCIPAL, THE TEACHER OR THE COUNSELOR.
AND YOU ASKED ME IF THERE ARE PLANS FOR THAT, THAT THAT SHOULD BE A NORMAL PLAN FOR US.
I KNOW I KEEP TELLING HIM LIKE, OH, YOU CAN TAKE THIS AP CLASS AND THIS AP CLASS.
AND THEN I'M ALSO THINKING WITH DOLLAR SIGNS, THERE'S ANOTHER $98, THERE'S ANOTHER $98.
AND I'M WONDERING ALSO, IS THERE A PLAN TO HELP PAY FOR MAYBE SOME OF OUR MORE ECONOMICALLY DISADVANTAGED STUDENTS AND FAMILIES TO HELP PAY AND OFFSET SOME OF THOSE $98 TESTS? THAT'S ACTUALLY A STRATEGY WE'VE BEEN WORKING ON.
KEVIN MOORE, OUR OUR AP COORDINATOR, HE HAS BEEN DOING SOME RESEARCH ON SOME TIDAL FUNDS THAT WE CAN ACCESS, AND HAS BEEN PULLING DATA AND RESEARCH ABOUT WHAT OUR OUR NEEDS ARE AND OUR PAIN POINTS ARE.
SO THAT'S SOME WORK WE'RE DOING THIS YEAR.
YEAH. I MEAN AND THEN AGAIN LOOKING AT INCENTIVES FOR OUR KIDS, YOU KNOW, THEY HAVE TO UNDERSTAND THERE ARE SOME SIGNIFICANT A LOT OF TIMES THEY DON'T SEE PAST THE THE THEY DON'T SEE THE FOREST BECAUSE OF THE TREES.
RIGHT. AND IF THEIR GOAL, THEIR GOAL SHOULD ALIGN TO WHAT THEY'RE DOING.
AND IF NOT, THEN THAT'S WHERE WE HAVE TO WORK WITH OUR KIDS TO MAKE SURE ALL OF US THAT THAT THEIR GOALS AS THEY ARE KIDS TODAY ARE VERY I DIDN'T KNOW WHAT I WAS DOING IN 10TH, 11TH, 12TH GRADE, I REALLY DIDN'T.
I JUST KNEW I HAD TO MAKE GOOD GRADES OR I WAS GOING TO GET IN TROUBLE.
OH, MY THIRD QUESTION IS, SO THE DISAGGREGATION OF THE DATA THAT THE DTS.
DID I GET THE INITIAL DTS IS WORKING ON.
[01:30:02]
YEAH. NO, I MEAN, BECAUSE TO ME THAT JUST SEEMS LIKE THE NATURAL POINT.SO WHEN YOU LOOK AT DATA, SO IF YOU'RE A DST CAMPUS, YOU'RE NOT A DST CAMPUS.
WE HAVE STUDENTS THAT STRUGGLE AT EVERY CAMPUS.
BECKY MY TEAM, WE ARE VERY QUICK TO TO MEET WITH OUR WE MEET MONTHLY WITH OUR PRINCIPALS PLCS.
WE WE FIND OUT WHAT THE NEEDS ARE REGARDLESS OF IDENTIFICATION.
WE NEED TO MAKE SURE WE HAVE A PLAN IN PLACE FOR ALL KIDS AT EVERY SCHOOL.
SO THE DSD IS A MORE FOCUSED PROCESS BASED ON VERY APPARENT DATA.
AND YOU'RE RIGHT, YOU KNOW, YOU CAN GO TO A JASPER, RIGHT? AND THEY HAVE KIDS THAT NEED INTENSIVE INTERVENTION.
UM, THANK YOU FOR THE PRESENTATION.
AND BECKY, MY RED SHIRT FRIEND.
AND FOR THOSE OF YOU, I LOOKED AT THE LIST WHO DID NOT SIGN UP FOR RED SHIRT TIME.
I'M NOT GOING TO NAME NAMES, BUT I WOULD HIGHLY RECOMMEND YOU CONSIDER DOING THAT JUST BECAUSE IT'S SOME OF THE MOST IMPACTFUL WORK I THINK YOU CAN DO AS A TRUSTEE TO GET ON A CAMPUS MONTHLY AND SUPPORT THEM IN THEIR NEEDS.
SO THAT'S JUST A PLUG FOR THE RED SHIRT PROGRAM.
MY QUESTION, AS I WAS AS I WAS DOING PACKET REVIEW THIS WEEK, AND I GOT TO THE SLIDE WHERE YOU HAD THE NUMBER OF DSD CAMPUSES AND HOW MANY OF THOSE ARE TITLE ONE SCHOOLS. IT GAVE ME A LITTLE BIT OF A MOMENT OF PAUSE BECAUSE EVERY EVERY CAMPUS HAS UNIQUE NEEDS AND UNIQUE CHALLENGES.
AND ONE OF THE THINGS THAT I HEAR REALLY COMMONLY FROM STAFF IS THAT ABOUT SOME OF THESE UNIQUE CHALLENGES ON TITLE ONE SCHOOLS AND DEALING WITH MORE COMPLEX ISSUES, HIGHER SOCIOECONOMIC POPULATION, EVEN HIRING STAFF CAN BE LIKE HIGHER STAFF TURNOVER CAN BE MORE LABOROUS.
I COULDN'T HELP BUT WONDER HOW WE ARE EXPANDING THEIR BANDWIDTH.
OR YOU MAY HAVE OTHER KNOW OTHER ADDITIONAL REPORTING REQUIREMENTS BASED ON YOUR AT RISK POPULATION.
WHATEVER ARE WE GIVING THEM? HOW ARE WE EXPANDING THEIR BANDWIDTH.
SO WE'RE NOT JUST PILING MORE WORK ON TOP OF THE LEADERS AND THE STAFF.
IT THESE ARE ALREADY VERY CHALLENGING CAMPUSES.
THAT IS PART OF THE BEAUTY OF THE TEAMWORK OF THE DST IS THAT WE GET INTO THE WEEDS WITH THOSE TYPES OF QUESTIONS AND DISAGGREGATING THE DATA, AND CONSIDERING WHAT IS ON THEIR PLATE, ALL OF THE SYSTEMS THEY ALREADY HAVE IN PLACE.
ARE THOSE SYSTEMS EFFECTIVE RIGHT NOW? AND ONE OF THE THINGS THAT CAME UP IN ONE OF OUR DST MEETINGS WAS ABOUT SOMETHING MORE SPECIFIC.
MISS COLEMAN WAS THERE AND SHE SAID, HEY, I'M GOING TO SCHEDULE A MEETING WITH YOU.
WE'RE GOING TO COME OUT AND WE'RE GOING TO SIMPLIFY AND STREAMLINE THIS SYSTEM.
AND THEN I'M GOING TO FOLLOW UP WITH YOU TWO WEEKS AFTER THAT TO SEE HOW IT'S GOING.
SO IT IS REALLY TRYING TO HELP THEM SIMPLIFY AND MAKE SURE THAT THE WORK IS FOCUSED AND INTENTIONAL, AND THAT WE AREN'T JUST ADDING MORE THINGS TO THE PLATE. DR.
TARRAH I, AS A FORMER PRINCIPAL OF A DST MIDDLE SCHOOL CAMPUS.
TITLE ONE IT'S ABOUT WHAT BECKY REPORTED IS THAT THERE'S A SENSE OF TEAMWORK THAT SHE ALLUDED TO, AND THAT'S VERY IMPORTANT AND CONNECTING OF RESOURCES.
SO AT THAT TABLE YOU HAVE THE QUESTIONS ARE ASKED TO MAKE SURE THAT WE'RE DOING THE RIGHT WORK AND WE'RE FOCUSING ON THE RIGHT WORK, BUT ALSO THE CONNECTING OF RESOURCES, WHICH IS THE BEAUTY OF THE DST PROCESS.
AND I'M ALSO, YOU KNOW, HOW YOU'RE ANSWERING.
I'M ALSO CONCERNED ABOUT THE STRESS LEVEL OF THE STAFF IN THAT CAMPUS.
[01:35:06]
AND I'M WONDERING, DO YOU KNOW, DO YOU ADD MORE HELPERS TO THE CAMPUS? I MEAN, HOW IS THIS BEING DONE? BECAUSE YOU'RE RIGHT.YOU COME IN AND YOU GIVE INSTRUCTIONAL AIDE AND INSTRUCTIONAL PLANNING, BUT ARE WE GOING TO GIVE THEM A STAFF HELP LIKE EXTRA HELPERS ASSISTANTS? THEY THEY DO LIKE FOR OUR TITLE ONE CAMPUSES, MANY OF THEM DO HAVE EXTRA STAFF.
I THINK STRESS IS IS INEVITABLE REGARDLESS OF WHAT CAMPUS BECAUSE ADMINISTRATION TEACHERS IT'S A CALLING RIGHT? IT'S IT'S A CALLING.
THE SUPPORT, I THINK HELPS MANAGE THAT LOAD AND HELPS THAT BANDWIDTH, IF YOU WILL.
BUT I THINK EVEN ON A CAMPUS THAT ISN'T A CAMPUS, THEY'RE STILL HAVING TO LEARN THAT BALANCE AND MANAGING THAT. AND I THINK SLY, AS WELL AS ACADEMIC SERVICES EVEN AND AND AS THE ALL OF THE DEPARTMENTS, THEY ARE A PHONE CALL AWAY AND VERY WILLING.
LIKE I LOVE AND APPRECIATE WHAT SPECIFICALLY SLY IS DOING.
THEY'RE DEDICATING 60% OF THEIR TIME TO BE ON THOSE CAMPUSES, NOT JUST CAMPUSES, BUT ALL OF THEIR CAMPUSES THAT THEY'RE ASSIGNED TO FOR COACHING AND SUPPORT.
SO I THINK IT'S A HARD JOB, AND I LOVE THAT YOU GUYS APPRECIATE THE DIFFICULTY OF THAT JOB.
BUT WE'RE BUILDING THAT THROUGH THAT COACHING AND SUPPORT.
AND SO YOU HAVE TO CATCH UP AT A YOUNGER AGE.
AND SO WHEN YOU'RE CLOSING THE GAP AT THE ELEMENTARY LEVEL IS SO IMPORTANT TO CATCH ALL THOSE YOUNG LEARNERS BEFORE THEY STRUGGLE SO MUCH IN READING AND MATH, BECAUSE ONCE THEY GET TO MIDDLE SCHOOL, IT'S GOING TO BE EVEN HARDER.
AND SO I WANTED, YOU KNOW, TO.
AND SO I WANT TO MAKE SURE, YOU KNOW, BECAUSE YOU'RE YOU'RE YOU'RE RIGHT ON TARGET.
BUT ARE WE CATCHING THOSE STUDENTS WITH THE NET TO MAKE SURE THAT BY THIRD GRADE THEY'RE ARE READING ON TARGET? AND THAT GOES BACK TO OUR EARLY LITERACY AND EARLY MATH PRACTICES AND THE EMPHASIS THAT WE'RE PUTTING ON THOSE IN THIS PLAN OF WORK THIS YEAR.
I THINK THE READING ACADEMY SPECIFICALLY HAVE GIVEN US A LOT OF GOOD INFORMATION, BUT WE'RE FOLLOWING UP ON THAT AND CONNECTING THAT BACK TO BRIDGING THAT WITH OUR CURRICULUM, MAKING SURE WE'RE HITTING ALL OF THOSE PIECES AND JUST TRACKING IT IN MULTIPLE WAYS.
I MEAN, BECKY'S MENTIONED MULTIPLE DATA SOURCES, BUT IF YOU ADD THE EARLY LITERACY PIECES OF CLASS AND THE READING RECORDS AND ALL OF THE PIECES THAT WE HAVE TO MONITOR THAT VERY CLOSELY, AND YOU ARE RIGHT, THE EARLIER YOU CATCH THEM, THE EASIER IT IS TO CLOSE THAT GAP.
SO. IT'S KIND OF GERMANE TO WHAT WE'RE TALKING ABOUT RIGHT NOW.
I. MY CONCERN OR MY HOPE IS THAT IF I AM AN ADMINISTRATOR AND IT'S NOVEMBER AND I SEE SOME FLAGS THAT I'M NOT ONE OF THESE CAMPUSES, JUST MY HOPE IS THAT PEOPLE.
AND SO I GUESS I JUST WANTED TO SPEAK TO THAT MAINLY FOR IF THERE ARE PEOPLE LISTENING TO SAY THAT IS, I THINK OUR DESIRE IS AS A LEADERSHIP TEAM AND AS A AS A BOARD OF TRUSTEES. IS IS IT'S OKAY TO ASK FOR HELP.
AND THAT HELP WILL BE PROVIDED WHEN, WHEN IT'S ASKED IN SUPPORT.
SO THAT'S JUST MORE OF A COMMENTARY.
BUT IF YOU HAVE ANYTHING TO ADD TO THAT, BECKY, I WOULD APPRECIATE.
I ABSOLUTELY LOVE THAT YOU MENTIONED THAT, BECAUSE THAT WAS A BIG CONVERSATION THIS SUMMER WHEN WE WERE TALKING ABOUT THE DST RUBRIC THAT WE WERE DEVELOPING AND WITH ACADEMIC SERVICES IN SLI, WE SAID THE SAME THING.
[01:40:05]
WE'RE GOING TO DO THAT.IF ANYBODY THROWS UP A RED FLAG, IT'S LIKE, HEY, LET'S JUST MEET AND LET'S TALK.
LET'S SEE WHAT WE SEE. WHAT'S YOUR PERSPECTIVE WHEN YOU LOOK AT THE DATA, WHAT'S WHAT'S THAT QUALITATIVE DATA THAT WE'RE GATHERING ON CAMPUS? WHAT IS THE QUICK DATA SHOW FROM WALKTHROUGHS.
I DON'T WANT PRY TO GET IN THE WAY.
YOU KNOW, WE ARE VERY PROUD, AND WE'RE ALL ABOUT EXCELLENCE AND WE'RE ALL ABOUT.
I THINK SOMETIMES IN THIS PROFESSION, PERFECTIONISM IS IS A NOT NECESSARILY A GOOD THING.
YOU KNOW, WANTING TO MAINTAIN THAT AND HOW IMPORTANT THAT IS.
IT'S FOR THE BETTERMENT OF THE LONG HAUL.
IT MAY NOT BE A RED FLAG, BUT I THINK THERE'S A THING CALLED A BEIGE FLAG.
NOW, I JUST RECENTLY WHATEVER COLOR YOU WANT IT TO BE, IF THERE'S A IF THERE'S A SLIGHTLY CONCERN THAT IT'S BETTER TO, HEY, CAN YOU DOUBLE CHECK THIS RATHER THAN IGNORE IT AND THEN FESTER AND BECOME SOMETHING BIGGER LATER ON? YOU KNOW, I TOO HAVE WORKED ON DST FOR SIX YEARS AND I WILL TELL YOU, YOU ARE ACCURATE.
WHEN WE FIRST STARTED THIS PROCESS, THE CAMPUSES THAT WERE IDENTIFIED FOR DISTRICT SUPPORT DID NOT TAKE THAT VERY WELL.
TO BE HONEST. IT WAS ALMOST LIKE A STIGMA OF SOME SORT.
OH MY GOSH, WE'RE A DST, YOU KNOW, AND I DON'T I DON'T SEE THAT.
I THINK HAVING SLI AND ACADEMIC SERVICES OUT ON CAMPUSES SO REGULARLY BUILDING THOSE RELATIONSHIPS, THEY'RE MORE LIKELY TO SAY, HELP, I NEED, I NEED YOU TO HELP ME WITH THIS DATA, OR I NEED TO TALK ABOUT WHAT WE'RE GOING TO DO WITH THIS CLASS OF STUDENTS.
SO BUT YOU'RE RIGHT IT IN THE BEGINNING, I THINK IT WAS A LITTLE A TOUGH PILL TO SWALLOW.
PLEASE KNOW TOO, I WAS JUST GOING TO SAY ONE OF THE GREAT THINGS ABOUT.
THESE VERSES WE HAVE, AND THE AMOUNT OF ASSESSMENTS THAT WE TAKE IN A GREAT WAY IS WE WILL BE THE FIRST PEOPLE TO KIND OF METAPHORICALLY PUT OUR ARM AROUND A PRINCIPLE AND GO, HEY, HERE'S WHAT WE'RE SEEING.
HERE'S THE TREND. ARE YOU SEEING THAT, TOO? WHAT CAN WE DO? SO EVEN IF THEY'RE AFRAID TO ASK OR NOT QUITE SURE HOW TO ASK, I CAN ASSURE YOU PART OF OUR ROLE, PART OF THE ROLE THAT WE LOVE MOST, IS THAT WE GET TO APPROACH OUR PRINCIPLES AND GO, HEY, HERE'S SOME OF THE THINGS THAT WE'RE SEEING.
COULD BE A RED FLAG, MAYBE NOT, BUT WE'RE HERE TO SUPPORT YOU THROUGH THAT.
SO PLEASE KNOW WE'RE ALWAYS LOOKING FOR ANY POTENTIAL PITFALLS.
SO EVEN IF EVEN IF A PRINCIPLE IS WILLING BUT MAYBE THEY DON'T SEE IT, IT MIGHT BE A BLIND SPOT.
PART OF OUR JOB IS TO IDENTIFY THOSE BLIND SPOTS FOR THEM AS WE ANALYZE EVERYTHING.
BUT, YOU KNOW, THEY'RE THEY'RE JUST STUFF HAPPENS, YOU KNOW.
AND SO I APPRECIATE Y'ALL HAVING A LOOK AT THIS BECAUSE CERTAINLY EVEN IF YOU JUST LOOK AT THE ENROLLMENT DATA AND WHAT WE WERE EXPECTING AND WHAT SOME CAMPUSES ARE SITTING AT RIGHT NOW, IT MAY NOT IT MAY NOT BE WHAT ANYBODY EXPECTED.
WELL, AND JUST TO CONNECT SEVERAL OF THE POINTS THAT HAVE BEEN MADE.
SO KIND OF GOING BACK TO ANGELA WITH EARLY LITERACY AND OUR OUR PRIMARY GRADES AND BEING ADAPTABLE, FLEXIBLE, THAT IS ONE GROUP THAT SOMETIMES WE DON'T HAVE THE DATA AND REALLY WE SEE THINGS PERHAPS MANIFEST THEMSELVES WELL AFTER SCHOOL STARTED, WELL AFTER BEGINNING OF YEAR MAP AND INTO THE MIDDLE OF YEAR MAP DATA.
AND SO PERHAPS THERE IS A CAMPUS THAT FOR SOME REASON, THIS PARTICULAR KINDERGARTEN GROUP IS GOING TO NEED SOME ADDITIONAL SUPPORT, THAT THAT'S WHERE THIS TEAM COMES TOGETHER IN A FLEXIBLE MANNER TO, TO THEN WRAP AROUND OR THEN PROVIDE THAT ADDITIONAL SUPPORT OR INTERVENTION AS NEEDED.
IT'S REALLY IMPORTANT, THOUGH, THAT, I MEAN, I'M FEELING LIKE I'M SEEING A CLIMATE PIVOT IN THE TIME PERIOD I'VE SERVED IN, IN HOW IMPORTANT IT IS TO BE TRANSPARENT AND ALSO HOW IMPORTANT IS WHEN YOU'RE TRANSPARENT THAT IT'S RECEIVED AND WITH DIGNITY AND NOT I MEAN, I THINK THAT THERE HAS BEEN A TIME IN THE HISTORY OF PUBLIC IN GENERAL OF SHAMING AND BELITTLING AND HOW IMPORTANT THAT IS, IS THAT'S NOT GOING TO THAT AIN'T GOING TO DO IT.
[01:45:01]
THAT AIN'T NOT GOING TO DO IT.BUT MAKING SURE PEOPLE FEEL THAT THEY HAVE THAT SAFETY NETWORK, THAT THEY, YOU KNOW, YOU HAVE TO HAVE SUPPORT TO BE TRANSPARENT, BUT YOU GOT TO HAVE TO HAVE THAT SAFETY NETWORK TO KNOW THAT THE TRANSPARENCY IS GOING TO BE RECEIVED WELL.
AND SO HOW VALUABLE IT IS FOR US TO MAKE SURE THAT PEOPLE ARE HEARING IT FROM THIS TABLE, SO THAT EVEN THAT BRAND NEW FIRST YEAR TEACHER WHO'S TRYING TO KEEP IT TOGETHER AND THEY'RE NOT THAT IT'S OKAY TO SAY, HEY, I NEED A LITTLE BIT OF EXTRA HELP.
AND THEN WHAT DO WE HOW ARE WE MODELING THAT FOR OUR KIDS? WHEN A KID SAYS, I DON'T GET IT, I DON'T UNDERSTAND, THAT OUR TEACHERS ARE THEN ABLE TO BE SURE, MAKE SURE THAT IS RECEIVED WITH SUPPORT. SO JUST ONE LAST COMMENT KIND OF GOING INTO THAT MY TEAMMATES AND BECKY AND WE WE HAVE MONTHLY NOW PRINCIPAL PLCS.
AND IT'S A VERY VULNERABLE PLC.
IT'S VERY OPEN. IT'S VERY TRANSPARENT.
RELATIONSHIPS IS NUMBER ONE THAT YOU KNOW WE JUST LIKE PLCS.
WE BUILD OUR NORMS AND RELATIONSHIPS, TRANSPARENCY, SHARING, BEING VULNERABLE TO YOUR TO YOUR STRENGTHS, BUT ALSO TO YOUR, YOU KNOW, THINGS THAT YOU STRUGGLE WITH, INCLUDING MYSELF, I PROVIDE MY OWN EXAMPLES OF WHEN I'VE FALLEN DOWN AND I NEED TO, YOU KNOW, HAD TO PICK MYSELF UP.
AND I THINK THEY LIKE HEARING THAT.
A COUPLE OF OTHER THINGS WE'RE DOING.
WE DO. WE MEET ONE ON ONE MORE FREQUENTLY NOW, MORE TOUCH POINTS SO THAT THEY UNDERSTAND THAT NOT ONLY IS THE RELATIONSHIP IN GROUP, IT'S ALSO INDIVIDUAL. AND EVERYONE HAS THE OPPORTUNITY TO COLLABORATE, BUT ALSO WORK AS AN INDIVIDUAL SO THAT THEY FEEL COMFORTABLE AND VULNERABLE TO SAY, I NEED HELP.
IT'S ONE OF THE THINGS THAT KIDS STRUGGLE WITH, RIGHT? ASKING FOR HELP AND WE'RE HAVING TO WORK THROUGH THAT WITH KIDS.
OUR ADULTS ARE VERY SIMILAR TO OUR KIDS IN THAT ASPECT.
I'M MAKING UP THE NAME, BUT WHAT IT DOES IS IT'S WHERE WE TAKE OUR ADMINISTRATORS AND WE TEACH THEM HOW TO WORK WITH AN OPERATIONS GROUP OF ELECTED TEACHERS, BY THE BY THE SCHOOL, BY THE STAFF, BY THE DEPARTMENTS.
AND THEY'RE ABLE TO DO A TWO WAY COMMUNICATION OF ALL THE GOOD, THE CHALLENGE, YOU NAME IT.
RIGHT? VERY TRANSPARENT, TRANSPARENT AS IT GETS.
AND SO ONE OF THE COACHING POINTS THAT WE HAVE IS BEING VULNERABLE TO WHAT THE TEACHERS HAVE TO SAY.
AND ONE OF THE EXCITEMENT POINTS, I WAS JUST AT SHEPTON AGAIN RIGHT BEFORE THANKSGIVING, AND I WAS MEETING WITH THEIR LEADERSHIP TEAM AND THEIR PRINCIPAL, AND WE DISCUSSED THE IDEA OF THE CAMPUS OPERATIONS COMMITTEE.
THEY'VE ALREADY HOSTED ELECTIONS.
THEY'VE BEEN I MEAN, THEY ARE PUMPED UP AND THEY'RE PUMPED UP BECAUSE IT'S TEACHER LED, TEACHER DRIVEN, AND, YOU KNOW, ADMINISTRATORS WERE ACCOUNTABLE TO OURSELVES.
RIGHT. BUT IN THAT MEETING, WE'RE TEAMMATES AND WE WILL BUILD OUR SYSTEMS AND OUR ACCOUNTABILITY TOGETHER SO THAT, YOU KNOW, THE TEACHERS, THAT VOICE.
AND IT PROVIDES EXPANDED LEADERSHIP OPPORTUNITIES.
AND NOW WE HAVE ANOTHER EXPANDED GROUP AND PLANO SENIOR HIGH SHEPTON.
WE HAVE A COUPLE OF PILOT SCHOOLS THAT ARE RUNNING THIS.
JEFF BANNER HAS ALREADY EXPRESSED HOW EXCITED HE IS.
AND IT'S REALLY BOOSTED MORALE ONCE IT GETS MOVING.
IT'S ANONYMOUS, IT'S TRANSPARENT.
AND THEN YOUR ELECTED OFFICIAL BRINGS THAT TO THE COMMITTEE.
AND THEN FROM THERE THEY PROBLEM SOLVE AND WE WORK ON CRITICAL THINKING.
AGAIN, WE HAVE OUR NORMS, RIGHT.
WE'RE GOING TO BE RESPECTFUL AND WE'RE GOING TO BE TRANSPARENT AND WE'RE GOING TO PROBLEM SOLVE.
AND AND IT'S VERY WE WORK ON OUR MINDSET.
AND SO THAT HAS BEEN VERY POSITIVE.
AND I SAY THAT. SO I TELL YOU THIS STORY TO GO BACK TO YOUR POINT IS WE'RE BUILDING IN THAT TRUST AND THAT TRANSPARENCY AND THAT BEING TRANSPARENT IS OKAY AS A LEADER AND BEING TRANSPARENT IN THE CLASSROOM AS A STUDENT OR A TEACHER IS OKAY.
I WANT TO ASK ONE QUICK QUESTION.
[01:50:01]
PRIOR. I FORGET WHEN THAT IS EFFECTIVE THROUGH.WHEN DO WE STOP MEETING THAT COMMITMENT? AND I KNOW THAT COURTNEY REEVES ALREADY GAVE US THE NUMBER ABOUT ESSER FUNDS ENDING AND WHAT OUR GENERAL FUND WILL BE REQUIRED TO CONTINUE TO FUND GOING FORWARD. OUR KIDS DON'T STOP NEEDING.
SO TELL ME, WHEN DOES HOUSE BILL 1416 REQUIREMENT END, AND WHAT ARE WE PLANNING TO DO TO, YOU KNOW, NOT FALL OFF THE CLIFF? WELL, WE HAVE THROUGH THE END OF THE YEAR TO FINISH FOR THIS SCHOOL YEAR.
AND I DON'T KNOW THAT WE'VE HEARD A POTENTIAL STOP DATE.
I'M GOING TO LOOK AT KIM. I DON'T THINK WE'VE HEARD A POTENTIAL.
I THINK THAT IS IN PERPETUITY UNTIL WE HEAR OTHERWISE.
SO IT'S JUST A FUNDING ISN'T IN PERPETUITY.
AND THEN I JUST HAD A COMMENT.
I'M LOOKING AT THE TEAM AND I KNOW JOEY'S NOT HERE.
AND SHE WOULD PROBABLY HAVE BEEN A BIG CONTRIBUTOR TO THIS.
BUT YOU LEANED OVER TO ME AND SAID WE HAVE SUCH A GOOD TEAM, AND I WISH THAT SOME OF OUR STATE LEADERS COULD SEE WHAT'S GOING ON IN OUR PUBLIC SCHOOLS AND UNDERSTAND, YOU KNOW, THE, AS YOU PUT IT, THE GOOD JUJU THAT HAPPENS FOR KIDS AND ALL OF THIS WORK THAT YOU'RE DOING TO LIFT UP AND WORK AS A TEAM WITHOUT SHAME OR ANY OF THAT, IT'S ALL IN TRANSPARENCY JUST BECAUSE WE'RE TRYING TO SUPPORT OUR KIDS.
ANYONE ELSE HAVE ANY? I WANT TO COMPLIMENT THEM TOO.
SO THANK YOU. WELL, WE DO IT WITHOUT CONTRIBUTING TO ADDING MORE CENTRAL ADMINISTRATION STAFF.
I'M EXTREMELY PROUD OF THIS TEAM, OF COURSE, THIS TEAM HERE.
BUT ON TOP OF LIKE, THE DST WORK AND ON TOP OF, HEY, YOU KNOW, THEY'RE OUT EVERY SINGLE DAY, CAMPUS IS VISITING WITH PRINCIPALS. THEY'RE ALSO IF THERE'S AN IMMEDIATE NEED, THEY ARE READY TO GO AND THEY'RE ON IT.
AND SO I'M JUST VERY GRATEFUL FOR WHAT YOU DO EVERY SINGLE DAY.
BUT IT'S THE RIGHT WORK FOR OUR KIDS IN OUR COMMUNITY.
AND I'M SO PROUD OF OUR OUR OUR TEACHERS, OUR PRINCIPALS, ALL OF OUR SUPPORT STAFF AT THE CAMPUSES.
OUR OUR STAFF AT HERE AT CENTRAL OFFICE, ALL WORKING TOWARDS GROWING OUR STUDENTS, IMPROVING OUR STUDENTS, PROVIDING THE RIGHT EXPERIENCES.
THERE'S SO MANY MOVING PARTS AND AND LIKE SILINDA SAID EARLIER, YOU KNOW, IT'S A CALLING.
AND I'M JUST VERY GRATEFUL TO BE IN A DISTRICT THAT HAS THE TYPE OF EMPLOYEES THAT WE HAVE.
HEY, I DIDN'T MEAN TO LEAVE KATHERINE OUT.
I THINK SHE WANTED TO MAKE A COMMENT.
KATHERINE, CAN YOU HEAR US? YEAH. THANK YOU, THANK YOU.
NANCY. AND I DON'T KNOW HOW I FOLLOWED THERESA AFTER ALL THAT AND Y'ALL COMPLEMENTING.
I CAN ADD MY APPRECIATION TO THAT, BUT THE POINT I WANTED TO MAKE IS IT'S PRETTY OBVIOUS TO ME THAT.
AT THE BOTTOM OF ALL THIS AFTER TALKING ABOUT FUNDING, THAT IF WE CAN DO THIS WITH THE LEVEL OF FUNDING THAT WE HAVE AND MAKE THE IMPACT THAT WE CAN IMAGINE WHAT WE COULD DO WITH MORE ADEQUATE FUNDING.
WELL. IS THAT EVERYTHING YOU GUYS THINK? YES. OKAY. THANK YOU.
WELL, CATHERINE, GREAT SEGWAY.
YES, FOURTH SPECIAL SESSION OF THE 88TH LEGISLATURE.
AND I INVITE DANNY STOCKTON TO GIVE THAT REPORT.
THANK YOU, PRESIDENT HUMPHREY.
AND JUST SO YOU ALL KNOW, I'M JUST KIDDING.
JERI IS LOOKING AT ME LIKE I'M CRAZY.
IT DIDN'T PASS. SO, YEAH, NANCY'S LIKE, I'LL BE HERE ALL NIGHT.
[01:55:01]
SO IF I'M NOT SURE IF I CAN CLICK THIS, THERE WE GO.SO JUST THE UPDATE ON HOUSE BILL ONE IS THAT IT'S ESSENTIALLY DEAD AT THIS POINT.
WE TALKED ABOUT HOUSE BILL ONE LAST TIME, WHICH WAS RIGHT.
IT'S ACTUALLY A LITTLE UNCLEAR BECAUSE OF JUST SOME NOT GREAT RECORD KEEPING FROM A LONG TIME AGO, BUT BUT AT LEAST IN TWO DECADES, IT'S THE FIRST TIME THERE'S BEEN A VOUCHER PROGRAM ON THE HOUSE FLOOR TO BE VOTED ON.
AND SO IT WAS VOTED ON ON THE HOUSE FLOOR.
AND ESSENTIALLY, I WON'T GET INTO ALL OF THE LOGISTICS OF HOW IT HAPPENED, BUT AN AMENDMENT TO STRIP OUT THE VOUCHER PROGRAM WAS OFFERED AND PASSED ON THE HOUSE FLOOR BY A VOTE OF 84 TO 63.
SO THAT IS WITH 21 REPUBLICANS VOTING IN FAVOR OF STRIPPING OUT THE VOUCHER PROVISION.
THAT WOULD HAVE PROHIBITED THE USE OF STATE MONEY FOR VOUCHER PROGRAMS. SO THERE WAS A THREE VOTE FLIP.
SO IT WAS KIND OF A NET THREE.
OBVIOUSLY, THERE'S A LOT OF POLITICS IN PLAY IN THESE KINDS OF THINGS, AND THERE ARE A COUPLE OF MEMBERS WHO DID WHAT WE CALL WHITE LIGHTING ON THE ON THAT AMENDMENT TO THE BUDGET THAT WE TALKED ABOUT, WHICH MEANS THEY VOTED PRESENT, NOT VOTING.
WHO VOTED NO ON THIS AMENDMENT.
SO AFTER THAT WAS AFTER THE ISSA WAS STRIPPED OUT, THE VOUCHER WAS STRIPPED OUT.
IT WAS RECOMMITTED TO THE ORIGINAL HOUSE COMMITTEE THAT HEARD IT, WHICH ESSENTIALLY KILLS THE BILL.
SO CHAIRMAN BUCKLEY SAID YESTERDAY THAT HE'S LOOKING FORWARD TO RESTARTING THE CONVERSATIONS AND HOPING TO CHANGE SOME MINDS. SOME PEOPLE INTERPRETED THAT TO MEAN THAT MAYBE THERE'S SOMETHING COMING.
STILL, THE I HEARD FROM A LEGISLATOR'S OFFICE YESTERDAY THAT THIS IS OVER.
AND IT'S AT THIS POINT NOT COMPLETELY CLEAR WHAT'S COMING NEXT.
SO ANOTHER BILL THAT CAME UP DURING THIS SESSION WAS HOUSE BILL TWO.
THINK MY CLICKER MAY NOT BE WORKING.
THERE WE GO. AND HOUSE BILL TWO IS A SCHOOL SAFETY BILL.
ONE OF THE THINGS THAT THE GOVERNOR DID IN THIS FOURTH SPECIAL SESSION IS HE ACTUALLY SEPARATED SAFETY FUNDING FROM THE REST OF HIS PROVISIONS ABOUT PUBLIC EDUCATION, WHICH I THINK WAS A SIGNAL THAT IT COULD BE PASSED INDEPENDENT OF A VOUCHER BILL.
ALL OF THE MOST RECENT POLLING ON EDUCATION ISSUES SHOWS THAT SCHOOL SAFETY IS BY FAR THE NUMBER ONE ISSUE IN IN TERMS OF WHAT PEOPLE THINK IS MOST IMPORTANT ABOUT ABOUT PUBLIC EDUCATION.
OBVIOUSLY, YOU ALL KNOW WE HAVE THE HB THREE REQUIREMENTS RELATED TO HAVING AN ARMED SECURITY GUARD ON EVERY CAMPUS, WHICH WAS AN UNFUNDED MANDATE, PARTIALLY FUNDED, I GUESS TECHNICALLY, BUT BUT AT A VERY MINIMAL LEVEL.
AND SO SO THIS WOULD WOULD SEEK TO ADDRESS THAT.
AND I THINK IT'S IMPORTANT TO NOTE THAT BECAUSE THEY OFTEN DON'T, THAT 1.1 BILLION OF THAT 1.4 BILLION IS ONE TIME MONEY, AND THAT 100 MILLION OF THAT 300 MILLION THAT'S LEFT OVER WAS SPENT LAST SESSION.
AND THEY JUST KEPT SPENDING IT.
[02:00:10]
PROVIDING IN GRANTS.SO THOSE ARE NOT GUARANTEED TO EVERY SCHOOL DISTRICT.
IT'S DEPENDS ON THE WAY THEY SET UP THOSE GRANT PROGRAMS. AND THAT'S REALLY FOR ONE TIME EXPENSES RETROFITTING BUILDINGS, GETTING GETTING FACILITIES UP TO THE NEW SAFETY STANDARDS THAT THE TIA ADOPTED IN RIGHT AT THE END OF THE LEGISLATIVE SESSION.
SO THIS BILL, HOUSE BILL TWO, TOGETHER WITH, I BELIEVE IT WAS H.R.
ONE, WOULD CREATE A CONSTITUTIONALLY DEDICATED REVENUE SOURCE FOR SCHOOL SAFETY FUNDING.
SO IT'S BASICALLY A NEW FUND THAT'S THAT'S SET UP IN THE CONSTITUTION, IN THE TEXAS CONSTITUTION, THAT IS FUNDED FROM A VARIETY OF DIFFERENT SOURCES TO PROVIDE FUNDING TO SCHOOL DISTRICTS FOR SCHOOL SAFETY.
THE REASON WHY IT'S IMPORTANT THAT IT'S CONSTITUTIONALLY DEDICATED IS BECAUSE THAT TAKES THAT MONEY OUTSIDE OF THE SPENDING CAPS THAT THE LEGISLATURE HAS, WHICH IS IMPORTANT FOR THIS CURRENT BIENNIUM WHEN THEY HAVE A LOT OF EXTRA MONEY BUT CAN'T SPEND ALL OF IT BECAUSE OF THE SPENDING CAPS.
BUT IT'S ALSO IMPORTANT FOR FUTURE SESSIONS BECAUSE IT'S CONSTITUTIONALLY DEDICATED.
THEY DON'T HAVE TO REVOTE ON IT EVERY TIME THEY'RE REQUIRED TO SPEND IT.
SO THAT IS THAT'S THE THAT'S ONE OF THE IMPORTANT PIECES THAT MAKES IT GRANT FUNDED.
SO IT FLOWS THROUGH THE COMMISSIONER AND OUT FUNCTIONALLY, THAT'S REALLY NOT THAT DIFFERENT THAN AN ALLOTMENT BECAUSE HE'S REQUIRED TO ISSUE GRANTS IN A PARTICULAR AMOUNT.
SO IT'S IT WORKS VERY SIMILAR TO AN ALLOTMENT, BUT IT IS TECHNICALLY DIFFERENT.
THE ALLOTMENT IS .0.1 WEIGHT OF THE BASIC ALLOTMENT, WHICH RIGHT NOW IS 61 60.
SO THAT WOULD BE $61.60 PER STUDENT, UP FROM $10 PER STUDENT.
SO THAT'S A SIGNIFICANT INCREASE.
UM, AND THEY MAKE THAT ALLOTMENT ENROLLMENT BASED.
SO THAT WOULD NOT BE BASED ON OUR AVERAGE DAILY ATTENDANCE.
THAT WOULD BE BASED ON OUR ACTUAL ENROLLMENT.
IT ALSO DRASTICALLY INCREASES THE PER CAMPUS ALLOTMENT.
AND THAT PER CAMPUS ALLOTMENT IS STAIR STEPPED BASED ON THE SIZE OF THE CAMPUS.
SO WHEN YOU PUT ALL OF THAT TOGETHER FOR PLANO ISD, THIS WOULD PROVIDE ABOUT $7.5 MILLION ANNUALLY FOR US, IN ADDITION TO THE ONE AND ONE HALF MILLION WE GET RIGHT NOW. SO A TOTAL OF $9 MILLION OF SAFETY FUNDING OUT OF THIS FROM THE SAFETY ALLOTMENT.
AND THAT WORKS OUT TO PRETTY MUCH COVER EXACTLY OUR SAFETY PROGRAMS. UNLESS JOHNNY HAS CHANGED HIS MIND SINCE HE LAST TOLD ME THAT, INCLUDING OUR NEW SCHOOL MARSHAL PROGRAM.
SO THIS WOULD ACTUALLY FULLY FUND OUR SCHOOL SAFETY PROGRAMS, WHICH WOULD BE PRETTY REMARKABLE.
THAT BEING SAID, THE BILL WAS REFERRED TO THE SENATE EDUCATION COMMITTEE, BUT HAS NOT YET RECEIVED A HEARING AND I DO NOT ANTICIPATE THAT IT WILL RECEIVE A HEARING.
THE SENATE GENERALLY WANTS TO SPEND LESS MONEY THAN THE HOUSE DOES, AND THEY DON'T APPEAR TO BE PARTICULARLY INTERESTED IN PUTTING ANY MORE MONEY INTO PUBLIC SCHOOLS RIGHT NOW UNLESS THEY GET A VOUCHER.
AT THIS POINT, WE DON'T KNOW IF THE GOVERNOR IS GOING TO CALL ANOTHER SPECIAL SESSION.
HE SIGNALED TOWARDS THE END OF THE THIRD BEFORE THE VOTE THAT HE WOULD CALL THEM BACK IN JANUARY OR IN DECEMBER AND JANUARY AND FEBRUARY, WHICH WAS A SHIFT FROM WHAT HE HAD PREVIOUSLY SAID, WHICH WAS THAT HE WOULD CALL THIS NOVEMBER 1ST AND THEN JUST SEND IT TO THE VOTERS IN THE PRIMARIES.
HE HAS NOT YET CALLED ANOTHER SESSION, WHICH MAKES SENSE, BECAUSE THIS ONE'S NOT OVER YET.
HE DOESN'T WANT TO CALL IT UNTIL THIS ONE ENDS, IF HE DECIDES TO CALL IT.
BUT ONE THING THAT MAY BE A SIGNAL TO KIND OF WHERE HE'S THINKING IS HE HAS STARTED ENDORSING PEOPLE, AND HE ENDORSED ESSENTIALLY EVERY HOUSE REPUBLICAN THAT VOTED AGAINST STRIPPING THE VOUCHER.
NOW, ONE OF THE THINGS THAT'S INTERESTING ABOUT WHAT THAT'S GOING TO LOOK LIKE AS WE MOVE INTO PRIMARY SEASON IS SEVERAL OF THE MEMBERS THAT HE ENDORSED HAVE PRIMARY CHALLENGERS AS A RESULT OF THEIR VOTE ON THE IMPEACHMENT OF THE ATTORNEY GENERAL AND HAVE HAD ENDORSEMENTS AGAINST THEM FROM THE ATTORNEY GENERAL.
SO THERE'S A LOT AT PLAY FOR THESE HOUSE REPUBLICANS THAT ARE TAKING THESE VOTES ON VOUCHERS.
IT'S NOT JUST VOUCHERS AND NOT JUST PUBLIC EDUCATION.
AND I THINK THAT THERE'S A LOT OF CALCULUS THAT'S GOING INTO THAT.
IN ADDITION TO THAT, IT'S A PRESIDENTIAL ELECTION YEAR.
SO THERE WILL BE MUCH HIGHER TURNOUT IN THE PRIMARY THIS YEAR.
SO THERE'S A LOT, A LOT IN ALL OF THIS.
IT'S REMAINS VERY, VERY UNCLEAR AT THIS POINT KIND OF WHAT THE NEXT STEPS ARE.
I WILL SAY, GIVEN THE THE SIGNIFICANCE OF THE PUSH FROM THE GOVERNOR, THE SIGNIFICANCE OF THE AMOUNT OF MONEY FROM SUPPORTERS OF VOUCHERS, BOTH DURING THE REGULAR SESSION AND DURING THE SPECIAL SESSIONS, AND THE FACT THAT THERE HAVE ALREADY BEEN TWO CALLED SPECIAL SESSIONS TO TRY TO PASS VOUCHER BILL AND IT HAS NOT PASSED YET, IT DOES NOT LOOK TO ME LIKE THERE IS REALLY ANY CHANCE OF A VOUCHER PROGRAM PASSING WITH THE CURRENT LEGISLATURE.
[02:05:09]
THERE ARE A LOT OF PEOPLE WHO ARE RETIRING AFTER THIS SESSION, AND SO IT'S GOING TO BE REALLY INTERESTING TO SEE WHAT HAPPENS IN THE NEXT REGULAR SESSION.AND I THINK THAT'S GOING TO BE AN IMPORTANT THING TO WATCH.
SO I THINK THAT'S ALL I HAVE ON THE LEGISLATURE, BUT I'M HAPPY TO ANSWER ANY QUESTIONS.
I HAVE A COMMENT AND A SNARKY QUESTION.
SO COMMENT FIRST IS THAT YOU TAKE AFTER ME.
WELL, YOU WERE MY MENTOR WHEN I GOT ELECTED, SO OBVIOUSLY THERE'S A REASON.
SO THE COMMENT IS THAT, YOU KNOW, WHEN YOU WHEN YOU TALK TO FOLKS WHO ARE LONGTIME PLANO FOLKS WHO SERVED ON THE SCHOOL BOARD AND MANY OF WHOM ARE STILL IN PUBLIC OFFICE, LIKE JOHN MUNS AND DUNCAN WEBB, THEY'LL TELL YOU ABOUT GOING DOWN TO AUSTIN AND, YOU KNOW, HAVING A LEGISLATIVE AGENDA IN THE 90S AND, YOU KNOW, TRYING TO TALK TO LEGISLATORS ABOUT ISSUES THAT WERE IMPACTING THE SCHOOL DISTRICT.
AND SO PLANO, I BELIEVE, HAS A VERY, VERY LONG AND RICH HISTORY OF FOLLOWING THE LEGISLATURE, ADVOCACY, WORKING WITH OUR LEGISLATORS TO TRY AND GET THINGS FIXED AND BILLS THAT THAT MAY HAVE IMPACTS ON LEGISLATORS DON'T ANTICIPATE.
BUT WE DO. AND SO I JUST WANT TO SAY THANK YOU FOR YOUR IN-DEPTH ANALYSIS.
I THINK THAT HAVING YOU ON STAFF HAS REALLY FURTHER UPPED OUR GAME.
THAT'S BEEN A DECADES LONG EFFORT TO TRY AND WORK PRODUCTIVELY WITH OUR LEGISLATORS AND UNDERSTAND WHAT'S GOING ON IN AUSTIN SO THAT WE CAN NOT ONLY INFORM OUR PUBLIC, BUT SO THAT WE WE CAN SMARTLY ADVOCATE FOR FOR THINGS THAT WILL WORK FOR THE SCHOOL DISTRICT.
THE SNARKY QUESTION IS THAT, YOU KNOW, ON ON THE LAST LINE THERE ON THE THE HOUSE BILL TO THE SAFETY BILL, YOU KNOW, IT HAS NOT MOVED IN THE SENATE.
AND I THINK A VERY CYNICAL INTERPRETATION OF THAT.
IS THAT NOT ONLY IS THE SENATE HOLDING UP ANY INCREASE IN TEACHER PAY OR INCREASE IN BASIC ALLOTMENT, IF THEY DON'T GET VOUCHERS, THEY'RE ALSO HOLDING UP SAFETY FUNDING, WHICH IS A WHOLE NOTHER LEVEL OF NIHILISM, I SUPPOSE IF IF THEY'RE NOT GOING TO GET THEIR VOUCHERS PASSED.
SO THAT'S MAYBE A SNARKY STATEMENT, BUT I MEAN, IT SEEMS LIKE A PLAUSIBLE INTERPRETATION TO ME.
I DON'T KNOW IF THERE IS ANY STRUCTURAL REASON WHY THE SENATE HASN'T DONE ANYTHING TO MOVE THE BILL, BUT IT SEEMS PRETTY CALCULATED IN A VERY PERVERSE WAY. THAT IS POTENTIALLY LEAVING 5.5 MILLION KIDS IN THE STATE.
EITHER VULNERABLE OR DISTRICTS SCRAMBLING TO FIGURE OUT HOW THEY CAN PAY TO SECURE THOSE KIDS.
WE'RE VERY LUCKY TO HAVE A HEALTHY FUND BALANCE.
YEAH, ABSOLUTELY. SO THE ONLY THING I'LL SAY ABOUT THE SENATE AND THE SAFETY FUNDING AND, YOU KNOW, OBVIOUSLY, I THINK THERE'S A LOT THERE'S A LOT OF POLITICS AT PLAY IN ALL OF THIS.
BUT THE DURING THE REGULAR SESSION WHEN HOUSE BILL THREE WAS BEING DEBATED AND SENATE BILL 11 WAS THE SENATE VERSION OF THE BILL, THE SENATE VERSION OF THE BILL DID NOT INCLUDE THE ARMED SECURITY GUARD REQUIREMENT, BUT IT DID INCLUDE THE $15,000 PER CAMPUS.
THE HOUSE BILL INCLUDED THE ARMED SECURITY REQUIREMENT, BUT PROVIDED $100 PER STUDENT.
SO THEY HAD ESSENTIALLY THE HOUSE HAD FUNDED, HAD ADDED THE REQUIREMENT AND FUNDED IT, AND THE SENATE DIDN'T HAVE THE REQUIREMENT, AND THE SENATE REALLY DIDN'T HAVE AN APPETITE TO ADD THE REQUIREMENT.
AND THAT WAS THAT WAS ADDITIONAL SAFETY FUNDING FOR EXISTING REQUIREMENTS.
THAT WAS KIND OF THE WAY THEY APPROACHED IT.
A DEAL GETS WORKED OUT FOR A VARIETY OF DIFFERENT REASONS.
THEY CAME UP WITH THE STRANGE STRUCTURE OF HERE'S A REQUIREMENT, BUT YOU DON'T REALLY HAVE TO FOLLOW IT AS LONG AS YOU SAY YOU'RE NOT GOING TO FOLLOW IT AND COME UP WITH SOMETHING ELSE TO DO INSTEAD, WHICH PROBABLY NEEDS TO BE ONE OF THESE OTHER TWO THINGS, RIGHT? NOT A TYPICAL PIECE OF LEGISLATION, BUT IT WAS A IT WAS A DEAL WORKED OUT BECAUSE THE SENATE DIDN'T WANT TO SPEND THE MONEY.
THE SENATE ALMOST ALWAYS TRIES TO SPEND LESS MONEY THAN THE HOUSE.
AND SO I DON'T THINK THIS IS A SITUATION WHERE THEY'RE GOING, OH, WE KNOW SCHOOLS NEED THIS MONEY.
AND SO WE'RE GOING TO USE IT TO GET VOUCHERS.
I THINK IT'S WE DON'T THINK SCHOOLS REALLY NEED THIS MONEY.
AND SO WE'RE ONLY WILLING TO GIVE IT TO THEM IF WE GET VOUCHERS.
SO IT'S IT'S SUBTLE RIGHT? I'M NOT I'M NOT TRYING TO YOU KNOW I'M NOT PASSING JUDGMENT EITHER WAY.
[02:10:03]
THAT'S NOT MY ROLE. BUT BUT I THINK THAT THAT'S JUST IT'S A LITTLE BIT OF A DIFFERENT APPROACH.THE SENATE TAKES A LITTLE BIT OF A DIFFERENT APPROACH TO BUDGETING THAN THE HOUSE DOES.
WELL, AS A FOLLOW UP TO THAT, WHICH IS BOTH SNARKY AND RHETORICAL, IS SCHOOL SAFETY SOMETHING WE SHOULD BE CHEAPING OUT ON? YEAH, YEAH.
I'LL ALSO SAY THERE IS A THERE IS A QUESTION ABOUT THE MECHANISM PUTTING IT IN THE CONSTITUTION.
THEY'RE NOT A BIG FAN OF THAT APPROACH EITHER.
SO SOME OF IT ISN'T ABOUT THE FUNDING EITHER.
BUT NO, I MEAN POINT WELL TAKEN.
YES, THEY DID PROPOSE A CONSTITUTION AMENDMENT TO RAISE THE HOMESTEAD EXEMPTION FROM 40 TO 100.
I JUST THINK IT'S A STRANGE WAY TO LEGISLATE IS THROUGH THE CONSTITUTION, BUT, WELL, TWICE.
SO THE HOMESTEAD EXEMPTION IS ALREADY IN THE CONSTITUTION.
SO AMENDING IT, RAISING IT REQUIRES AN AMENDMENT TO THE CONSTITUTION.
I GOTCHA. OKAY. SO MY QUESTION GOES BACK TO THE GRANT THAT YOU MENTIONED, IT HAS TO GO THROUGH TEA, THROUGH THE COMMISSIONER TO GET THIS FUNDING THAT'S IN THIS HOUSE BILL TWO.
ARE THERE ANY CRAZY STRINGS ATTACHED TO THAT, OR DO YOU HAVE TO BUY THROUGH THIS VENDOR OR ANY OF THAT? SO IT'S THE SAME SPENDING REQUIREMENTS THAT ARE ON THE CURRENT SCHOOL SAFETY ALLOTMENT.
SO THOSE SPENDING REQUIREMENTS DON'T CHANGE.
AND IT'S PRETTY BROAD WHAT WE'RE ALLOWED TO SPEND THE MONEY ON.
BUT THE ONLY THING THAT'S A LITTLE BIT MORE SPECIFIC IS SAFETY TECHNOLOGY.
IT DOES ALLOW THE COMMISSIONER TO DESIGNATE CERTAIN VENDORS FOR SAFETY TECHNOLOGY.
THERE'S OBVIOUSLY A CYNICAL REASON FOR THAT.
YOU KNOW, THAT YOU COULD THINK BEHIND THAT.
THE YOU KNOW, THE JUSTIFICATION THAT'S USUALLY GIVEN FOR THAT IS THEY WANT TO MAKE SURE THAT THERE AREN'T PREDATORY VENDORS TRYING TO TAKE ADVANTAGE OF THIS IMPORTANT AND KIND OF VULNERABLE SPACE, MAKING SURE YOU HAVE REPUTABLE VENDORS PROVIDING SECURITY TECHNOLOGY IS SUPER IMPORTANT BECAUSE YOU DON'T WANT TO HAVE DISREPUTABLE VENDORS PROVIDING THAT AND POTENTIALLY COMPROMISING SCHOOL SAFETY.
SO THAT'S THAT'S THE THAT'S THE JUSTIFICATION THAT'S USUALLY GIVEN FOR THAT.
THAT IS NOT NEW IN HOUSE BILL TWO, THOUGH.
THOSE ARE THOSE ARE IN THE EXISTING REQUIREMENTS FOR THE SCHOOL SAFETY ALIGNMENT.
SO AND YOU MAY NOT KNOW THE ANSWER TO THIS, BUT IS THERE ACCOUNTABILITY TO HOW THOSE VENDORS ARE SELECTED AND WHAT THE PERHAPS CONFLICTS OF INTEREST THAT THE COMMISSIONER MIGHT HAVE WITH THOSE VENDORS IS THAT ACCOUNTABLE? SO IT'S THEY'RE SUBJECT TO THE EXISTING ALL OF THE EXISTING RULES AND REGULATIONS AROUND THAT, AND IT ALLOWS THE COMMISSIONER TO MAKE THOSE DETERMINATIONS.
I DON'T REMEMBER OFF THE TOP OF MY HEAD WHAT THOSE EXISTING REQUIREMENTS ARE IN TERMS OF THEIR, BUT BUT I WILL SAY TEA IS SUBJECT TO THE SAME PROCUREMENT REQUIREMENTS AS MANY OF THE SAME PROCUREMENT REQUIREMENTS THAT WE'RE SUBJECT TO.
DOES ANYONE ELSE HAVE ANY QUESTIONS? CATHERINE, ARE YOU STILL THERE? POOR KID. I'M GOOD.
ALL RIGHT. I DIDN'T WANT TO LEAVE YOU OUT.
IS THAT I JUST WANT TO MAKE A COMMENT.
AND OUR LAST SESSION, IT WAS INTERESTING BECAUSE WE HAVE MANY OF THE PEOPLE THAT ARE SERVING ON LTC ARE FROM VERY, VERY, VERY, VERY SMALL SCHOOL DISTRICTS AND VERY, VERY UNDERSERVED COMMUNITIES.
THEY'RE GOING TO GET WE DIDN'T THINK ABOUT THIS.
WE DIDN'T KNOW. WE WE ASSUME WE'RE WE'RE GREAT BECAUSE OUR HOUSING, WE'RE SO USED TO IT BEING SO LARGE, BUT THERE WERE A GOOD 3 OR 4 LTC CLASSMATES THAT WERE LIKE YOU.
THE CONSEQUENCE IS SIGNIFICANT FOR OUR COMMUNITY.
WELL, THERE'S A WHOLE ALARM SYSTEM BUILT IN IN THOSE.
THERE'S A WHOLE HARMLESSNESS BUILT INTO THOSE.
YEAH. SO THE BILL PROVIDES ADDITIONAL STATE AID TO ESSENTIALLY SAY HERE'S WHAT YOUR BECAUSE BECAUSE YOU HAVE TO REMEMBER THAT THE PROPERTY VALUE IS NOT DOES NOT DETERMINE HOW MUCH MONEY WE GET.
I DO KNOW THERE'S BEEN SOME CONCERN ON THE INS SIDE.
[02:15:05]
ZERO TAX LIABILITY FOR THAT FOR THOSE INDIVIDUALS.AND THERE WAS CONCERN THAT THE THE HOLD HARMLESS DID NOT APPLY TO THAT.
I'LL TELL YOU. I LOOKED AT IT AGAIN AND I KNOW I BELIEVE WE GOT THE SAME WE GOT CONFIRMATION OF THIS FROM COLLIN COUNTY APPRAISAL DISTRICT THAT HOLD HARMLESS DOES APPLY TO THAT CATCH UP. AND SO IT SHOULD NOT RESULT EVEN ON THE INS SIDE IN A REDUCTION IN IN REVENUE UNLESS THAT HOLD HARMLESS GOES AWAY WHICH WHICH OBVIOUSLY IS ALWAYS A POSSIBILITY JUST LIKE ANYTHING WITH FUNDING.
WE HAD SOMETHING LIKE 4400 OF FOLKS OVER 65 YEARS OF AGE ACTUALLY WENT DOWN TO ZERO LIABILITY.
SO THERE WAS ENOUGH OF A COMPRESSION AND A MAKE UP THAT SENATE BILL, WHAT, 12 AND FROM LAST SESSION, THEN SENATE BILL TWO FROM THIS SESSION ACTUALLY WAS THAT CATCH UP. AND I MEAN, IT WAS IT'S A IT WAS A HUGE WIN FOR OUR OVER 65.
SO YEAH, THE ORIGINAL COMPRESSION ONLY COMPRESSED YOUR RATE.
AND IF YOU'RE IF YOUR TOTAL TAXES WERE FROZEN IT DIDN'T DO ANYTHING.
SO IT IS A IT'S A IT'S A BIG BENEFIT FOR OUR PROPERTY TAX PAYERS.
BUT IT'S $18 BILLION OF PROPERTY TAXES THAT THEY'VE REPLACED.
IT'S NOT NEW DOLLARS FOR CLASSROOMS RIGHT.
AND I THINK IT WAS 2017 WHERE ASSETS FELL OFF THE CLIFF.
ADDITIONAL STATE AID FOR TAX RELIEF WHEN THEY COMPRESS THE TAX RATE FROM A DOLLAR TO A DOLLAR, 50 TO A DOLLAR THAT HOLD HARMLESS, IF YOU WILL, DID.
AND SO IT'S SOMETHING TO PUT A PIN IN AND WATCH FOR FUTURE BUDGETS SO THAT WE'RE NOT HELD HARMLESS.
SO SO I MEAN THE ADDITIONAL STATE AID FOR TAX REDUCTION ARE THE ASAHI NOT AZAITAR, BUT ASAHI.
THEY'RE ALWAYS KIND OF WEIRD NAMES, BUT THE ASAHI IS ONLY ONLY ON DEBT.
SO ON THE HONEST SIDE, THAT'S TRUE, BUT ONLY UP TO THE THE DEBT THAT'S BEEN AUTHORIZED.
RIGHT. SO ANY DEBT THAT WE ISSUE GOING FORWARD IS BASED ON THE NEW VALUE.
SO THERE'S NOT REALLY A CLIFF BECAUSE THEY'VE GOT A DEDICATED AMOUNT.
THEY COULD THEORETICALLY COME IN AND SAY THAT DEBT YOU ISSUED BACK FIVE, TEN, 15 YEARS AGO, WE'RE NOT GOING TO HOLD YOU HARMLESS FOR IT ANYMORE, BUT YOU'RE PAYING THAT DEBT DOWN. I MEAN, THAT CHART JOHNNY SHOWED A COUPLE OF MEETINGS AGO OR LAST MEETING ABOUT HOW AGGRESSIVELY WE PAY DEBT DOWN.
YOU KNOW, WE PROBABLY WOULDN'T BE SIGNIFICANTLY IMPACTED BY THAT.
AND ON THE NO SIDE, IT'S THE STRUCTURE OF THE SYSTEM THAT HOLDS US HARMLESS.
IT'S NOT A SPECIFIC HOLD HARMLESS IN THE BILL.
THEY COULD LOWER THE BASIC ALLOTMENT.
RIGHT. SO THOSE ARE CERTAINLY ISSUES.
BUT BUT THERE ARE ISSUES THAT THAT COULD HAPPEN KIND OF REGARDLESS OF THE TAX RELIEF.
WELL, AND THAT'S WHY WE'VE GOT YOU HERE TO KEEP AN EYE ON THINGS RIGHT.
YEP. ABSOLUTELY. OKAY I HAVE ONE ONE QUESTION WITH ONE WEEK LEFT IN THE FOURTH SPECIAL SESSION AND THE UNKNOWN AND UNCERTAINTY OF WHETHER OR NOT SPECIAL SESSIONS, ADDITIONAL ONES WILL BE CALLED, DO WE HAVE A CALL TO ACTION FOR THE FEW PEOPLE LEFT WATCHING AT HOME, OR THAT WE CAN GO OUT AND TELL OUR COMMUNITY, IS IT LETTERS OF THANK YOU TO THE TWO OF OUR FIVE REPS WHO VOTED TO REMOVE VOUCHERS FROM THAT BILL.
WHAT WOULD YOU SUGGEST? YEAH, I MEAN, I THINK I THINK AGAIN, YOU CAN NEVER STOP BEING ENGAGED AND STOP PAYING ATTENTION.
AND WE'RE GOING TO TRY TO WE'RE GOING TO KEEP YOU ALL UPDATED.
AND SO WE'RE GOING TO KEEP THE COMMUNITY UPDATED AS WELL.
IF WE DO HAVE FUTURE CALLED SPECIAL SESSIONS.
SO CERTAINLY THAT'S IMPORTANT FOR PEOPLE IS TO STAY ENGAGED AND PAYING ATTENTION AND NOT KIND OF SLEEP ON WHAT THE LEGISLATURE IS DOING CONTINUES TO BE IMPORTANT, JUST LIKE ALWAYS, TO VOTE NOT JUST IN YOUR GENERAL ELECTIONS, BUT IN YOUR PRIMARIES, AND NOT JUST IN STATE ELECTIONS, BUT IN YOUR LOCAL ELECTIONS.
WE ALWAYS ENCOURAGE PEOPLE TO VOTE IN EVERY ELECTION.
RIGHT. AND SO, SO CERTAINLY THAT PEOPLE ARE CAN CERTAINLY REACH OUT TO THEIR LAWMAKERS TO THANK THEM OR TO TELL THEM THEIR THOUGHTS OR WHATEVER THEIR APPROACH IS THAT THEY WANT TO DO, I THINK IS ALWAYS GREAT.
ALL RIGHT. THANK YOU. GREAT REPORT.
[02:20:05]
ON TUESDAY, NOVEMBER 28TH, 2023.* This transcript was compiled from uncorrected Closed Captioning.