May 14, 2026 School Board Meeting- Work-Study

14. 20. 26. FOR THE RECORD.

[00:00:02]

WE CONSTITUTE A QUORUM AND MAY CONDUCT BUSINESS ON BEHALF OF THE DISTRICT.

THE NEXT AGENDA ITEM IS AUDIENCE FOR GUESTS.

ANYONE WHO WISH TO SPEAK DURING AUDIENCE FOR GUESTS MUST HAVE SUBMITTED A FORM BY 1 P.M.

TODAY AND FOR THIS MEETING BASED ON BOARD POLICY BED LOCAL.

THE SPEAKER'S COMMENTS OR THE.

IT HAD TO BE ABOUT THE AGENDA ITEMS, BUT WE DID NOT HAVE ANYONE WISHING TO SPEAK.

SO WE WILL MOVE ON TO AGENDA ITEM THREE A MOMENTARILY,

[3.A. District Goal Progress Monitoring for Third Grade Reading Language Arts]

SO OUR FIRST ITEM NUMBER THREE A IS OUR DISTRICT GOAL PROGRESS MONITORING FOR THIRD GRADE READING LANGUAGE ARTS.

SO JUST TO REMIND THE PUBLIC, WE HAVE FOUR BOARD GOALS AND TODAY WE ARE DOING PROGRESS MONITORING ON OUR FOURTH ONE FOR THE SPRING.

AND WE'VE BEEN WORKING THROUGH THIS PROCESS OF CREATING A SYSTEMATIC FORMAT FOR WORKING THROUGH OUR BOARD MONITORING REPORTS SO THAT WE CAN FOLLOW ALONG MORE EFFICIENTLY AND HAVE A PREDICTABLE FORMAT. AND SO IN A FEW MINUTES, ADMINISTRATION IS GOING TO PRESENT THAT TO US.

HE KEEPS DOING IT.

MISS HOLCOMB, SOON TO BE DOCTOR HOLCOMB AND ASSOCIATES.

THANK YOU SO MUCH. WELL, MAYBE.

OH, HELLO. HELLO. OKAY.

GOOD EVENING. PRESIDENT HATFIELD, DOCTOR ELDRIDGE, AND DISTINGUISHED MEMBERS OF THE BOARD.

MISS BRIANNA BURRELL OUR OUR LA DIRECTOR OF K THROUGH 12 READING LANGUAGE ARTS IS HERE WITH ME THIS EVENING. DOCTOR JULIAN IS FEELING A LITTLE UNDER THE WEATHER THIS EVENING. AND SO WE WILL BE DOING YOUR BOARD MONITORING REPORT FOR OUR READING BOARD GOAL.

SO I WANT TO START OFF AND JUST REMIND EVERYONE THAT OUR BOARD GOALS WERE SET, OF COURSE, BY THE BOARD OF TRUSTEES. AS YOU KNOW THAT WE ARE MONITORING LONG RANGE GOALS OUT TO 2030 FOR OUR EARLY READING EARLY CHILDHOOD GOALS, WHICH INCLUDE ALSO OUR READING AND OUR MATH, AS WELL AS OUR COLLEGE CAREER MILITARY READINESS. AND THEN WE ALSO HAVE THE GOAL PROGRESS MEASURES THAT WE'RE BRINGING THROUGHOUT THE YEAR THAT ARE GOING TO BE MONITORING OUR SHORT TERM PROGRESS TOWARDS THOSE GOALS THIS EVENING.

OOH. OKAY. THIS EVENING WE ARE GOING TO BE PRESENTING PROGRESS UPDATES ON OUR GP MS THAT WE CALL THEM THE GOAL PROGRESS MONITORS FOR OUR OVERARCHING GOAL OF THIRD GRADE READING.

SO TO JUST KIND OF FOCUS THIS IN, WE ARE LOOKING AT OUR THIRD GRADE READING PROGRESS TOWARDS INCREASING OUR MEETS PERFORMANCE ON THE THIRD GRADE READING ASSESSMENT, AS MEASURED BY WHAT THE STATE REFERS TO AS MEETS PERFORMANCE.

WE ARE LOOKING FOR AN INCREASE BY 2030 TO HIT 64%.

AND SO WE WERE STARTING THIS IN 2025, GOING FROM THE 46% AIMING FOR INCREMENTAL GROWTH OVER TIME TO 2030.

IF YOU'LL REMEMBER THE LAST TIME WE PRESENTED IN APRIL, WE DID OUR BOARD GOAL FOR OUR MATH GPMS. THEY WERE ADJUSTED SLIGHTLY BETWEEN FALL AND APRIL TO ADJUST TO OUR GOAL PROGRESS MEASURES THAT WERE ADJUSTED AT THAT TIME SO THAT WE DID NOT HAVE STAGNANT MEASURES EVERY YEAR, BUT THEY WERE MORE INCREMENTAL MEASURES.

SO OUR RL GPMS WERE ALSO ADJUSTED.

THE TARGETS NOW REFLECT REFLECT INCREMENTAL GROWTH OVER EACH YEAR VERSUS A CONSTANT TARGET OF 80% EACH TIME.

THEY BETTER ALIGN TO OUR DISTRICT DATA MEASURES SO THAT WE CAN ISOLATE INDIVIDUAL SKILL SETS. AND THEN WE CAN ALSO CAN IMPROVE CONSISTENCY OVER TIME ON ALL GP MS JUST TO REVISE AND TO KIND OF GET US BACK TO WHERE WE WERE.

THE ORIGINAL VERSION LOOKED LIKE THIS.

AND IF YOU REMEMBER, THERE WAS A LOT OF 80 PERCENTS ACROSS THE ROW.

THEY WERE MEASURING VERTICAL PROGRESS MEASURES FROM PRE-K ALL THE WAY THROUGH K ONE AND TWO UP TO THIRD GRADE.

AND THAT IS SOMETHING WE DO BELIEVE VERY MUCH IS IMPORTANT FOR US TO SEE GROWTH IN OUR EARLY LITERACY GRADES TO LIFT OUR THIRD GRADE MEETS PERFORMANCE.

SO THE ADJUSTMENTS THAT WERE MADE ARE NOW GOING TO LOOK LIKE THIS.

THE COPY OF THIS WAS PROVIDED TO THE BOARD.

SO YOU HAVE A COPY OF THIS.

THEY ARE VERY SIMILAR IN WHAT WE'RE MEASURING.

ALTHOUGH YOU'LL NOTICE THERE'S INCREMENTAL GROWTH OVER TIME AND WHERE WE LANDED WITH OUR GP MS SO THAT WE COULD MONITOR THIS CONSISTENTLY.

EACH YEAR WAS ON OUR READING FLUENCY AND SPECIFICALLY SENTENCE READING FLUENCY IN OUR EARLY LITERACY GRADES.

[00:05:02]

SO THIS PROGRAM WILL MEASURE THROUGHOUT THE YEAR IN BEGINNING, MIDDLE AND END OF YEAR, THE RESULTS OF OUR STUDENTS READING AT AT LEAST 75% OR HIGHER IN THEIR ACCURACY FOR FIRST GRADE.

THEN IN SECOND GRADE, WE ARE MONITORING THAT, BUT WE'VE ACTUALLY RAISED THE BAR A LITTLE BIT HIGHER ON SECOND GRADE.

WE'RE REALLY LOOKING AT A 90% OR HIGHER ACCURACY RATE ON SENTENCE READING FLUENCY.

WE KNOW THIS IS AN AGGRESSIVE MEASURE, BUT WE DO BELIEVE IT IS IMPORTANT TO KIND OF MEASURE THIS AT HIGHER RATES SO THAT WE CAN SEE THAT THIRD GRADE MEETS PERFORMANCE GETTING HIGHER OVER TIME.

THE THIRD GPM IS FOCUSING ON HOW OUR WHOLE GROUP OF SECOND GRADE STUDENTS ARE DOING ON THEIR PROJECTED MAP GROWTH READING ASSESSMENTS.

AND THAT IS JUST A COLLECTIVE GROUP OF ALL THE STUDENTS AND WHO IS PROJECTED TO GET TO MEETS PERFORMANCE. AND THEN THE FINAL ONE IS THE READING AND WRITING GOAL.

SO WITH THIS ONE, IT IS FOCUSING ON OUR THIRD GRADE STUDENTS AND HOW THEY'RE SCORING ON MEETS PERFORMANCE, ON WHAT THEY REFER TO AS THE ESSER, WHICH IS THE EXTENDED CONSTRUCTED RESPONSE THAT IS THE ESSAY PORTION OF THE READING TEST. THE STAR TEST. I WANT TO ALSO DRAW YOUR ATTENTION TO THE GOALS THERE, BECAUSE YOU'LL NOTICE SOME SAY TBD AND YOU MIGHT BE WONDERING, WELL, WHY WOULD THAT BE ON THE VERY LAST ONE ON ONE D.

IN 2028, YOU'LL KNOW THAT THE TESTING IS GOING TO CHANGE.

THE STATE IS GOING TO BE CHANGING OUT HOW WE ARE MONITORING OUR STAR TEST, HOW WE'RE DOING A STANDALONE WRITING TEST.

WE'RE GOING TO ALSO HAVE THE TESTING AT THE BEGINNING OF THE YEAR, THE MIDDLE OF THE YEAR, AND THEN THE STANDALONE SPRING TEST.

SO WITH THAT, WE CAN'T MEASURE THOSE TARGETS JUST YET BECAUSE THE TEST IS GOING TO BE DIFFERENT. BUT WE ARE GOING TO MEASURE FROM WHERE WE WERE IN 2025 TO THIS YEAR'S OUR BASELINE MEASURE, AND THEN NEXT YEAR, AND THEN WE WILL HAVE A NEW TARGET FOR 2028.

THE OTHER ONE THAT YOU'LL NOTICE ON ONE, SEE WHERE YOU SEE AN ASTERISK THAT IS IMPORTANT BECAUSE WITH THAT ONE, WE ARE MEASURING THAT OVER TIME.

BUT THE TESTING FOR THE MAP GROWTH PRIOR TO THIS YEAR, OUR ENGLISH AND SPANISH STUDENTS WERE TAKING THE TEST IN THE SAME MONITORING WINDOW.

AND STUDENTS WHO DO TEST IN ENGLISH AND SPANISH, LIKE OUR DUAL LANGUAGE STUDENTS, WOULD ALSO TEST IN THAT SAME WINDOW, WHICH KIND OF MESHES THE DATA TOGETHER.

AND IT'S NOT PURE DATA OF JUST THE STUDENTS TESTING IN THE LANGUAGE OF INSTRUCTION.

SO THIS YEAR WE HAVE SEPARATED THOSE MONITORING WINDOWS.

SO THEY'RE TESTING IN THEIR LANGUAGE OF INSTRUCTION AND THEY DO NOT OVERLAP.

SO THIS YEAR IS OUR FIRST YEAR BASELINE MEASURE FOR OUR STUDENTS TO TEST IN THEIR ENGLISH OR TO TEST IN SPANISH AND TO GET AN OVERARCHING GOAL OF HOW THEY'RE DOING ON THEIR MEETS PERFORMANCE.

SO WITH THAT, A FEW THINGS TO KNOW ABOUT THE ACTUAL ASSESSMENT TOOLS.

THE MAP ORAL READING FLUENCY DATA IS TAKEN FROM OUR K THROUGH TWO STUDENTS.

THOSE ARE THE ONLY STUDENTS THAT UTILIZE THAT PROGRAM UNLESS THEY ARE IN RTI.

AND WE NEED AN ADDITIONAL MEASURE.

WE ARE DOING THAT PROGRAM IN ENGLISH AND SPANISH.

AND OF COURSE, YOU'RE VERY FAMILIAR WITH MAP GROWTH. AND THAT IS A MEASURE THAT WE'RE DOING ALL THE WAY UP THROUGH HIGH SCHOOL.

IT IS READING FOCUSED.

IT'S ALSO TAKEN IN ENGLISH AND SPANISH.

THE OTHER THING YOU'LL HEAR US REFER TO IN THIS PRESENTATION IS DISTRICT COMMON FORMATIVE ASSESSMENTS, WHICH WE LIKE TO REFER TO AS OUR DCFAS.

THEY ARE ADMINISTERED IN FEBRUARY OR MARCH EVERY SPRING, AND THEY GIVE US SORT OF A STANDALONE BENCHMARK MEASURE OF HOW CLOSE WE CAN TAKE THE, HOW CLOSE WE CAN MEASURE OUR STAR LIKE QUESTIONS AND MASTERY OF STANDARDS.

SO THIS IS A TEST THAT LOOKS VERY MUCH LIKE STAR, AND IT GIVES US A GOOD GAUGE OF WHERE WE ARE.

SO THERE ARE DIFFERENT TESTS FROM OUR.

OUR DIAGNOSTIC TESTING, WHICH IS DONE THROUGH OUR MAP GROWTH AND MAP FLUENCY. THE DISTRICT COMMON FORMATIVE ASSESSMENTS ALSO MEASURE WRITING.

AND SO THAT'S VERY IMPORTANT AS THAT'S GOING TO BE A STANDALONE WRITING TEST IN 2028.

THE MAP GROWTH TEST DOES NOT MEASURE WRITING IN A WRITTEN FORM.

IT'S MORE DONE IN A MULTIPLE CHOICE TYPE FORMAT.

AND THE SEIZURES ARE ALSO GRADED BY OUR TEACHERS ON A TEN POINT STAR RUBRIC SO THAT IT IS CLOSELY MEASURED AND MONITORED, MUCH LIKE THE STAR TEST WILL ALSO BE GRADED.

SO WITH THAT, LET'S LOOK AT OUR PROGRESS.

SO THE FIRST GPA WE'RE GOING TO LOOK AT IS OUR FIRST GRADE STUDENTS ACHIEVING AT 75% OR HIGHER ACCURACY ON THEIR SENTENCE READING FLUENCY.

OUR GOAL THIS YEAR WAS TO GO FROM 61% IN 2025 TO 70% BY 2030.

THAT WOULD BE ENGLISH AND SPANISH.

COMBINED WITH THIS GOAL.

ON THE LEFT HAND SIDE, YOU WILL SEE OUR FALL, WINTER AND SPRING RESULTS.

WE STARTED WITH 31% OF OUR STUDENTS READING AT 75% OR HIGHER BY MIDDLE OF YEAR, IT WAS 47 AND THE SPRING AS WE WRAPPED UP, WE WERE AT 65%.

THE BLUE LINE THAT YOU SEE ACROSS THE TOP IS MEASURING HOW WE DID IN 2425.

SO YOU CAN SEE OUR STUDENTS LAST YEAR CAME IN AT ABOUT THE SAME PROFICIENCY RATES,

[00:10:03]

SO WE SEE A LITTLE BIT MORE AGGRESSIVE AND HIGHER PERFORMANCE WITH OUR STUDENTS THIS YEAR IN THIS COHORT. AND THEN THE END OF YEAR LAST YEAR, WE WERE AT 61. SO WE WERE ALREADY FOUR POINTS, PERCENTAGE POINTS HIGHER THAN WHERE WE ENDED LAST YEAR.

SO WITH OUR TARGET THAT WE'RE SHOOTING FOR, WHICH IS OUR LONG RANGE GOAL IN 2425 WE WERE AT 61%. WE WERE AIMING FOR TWO PERCENTAGE POINT INCREASES EACH YEAR, WHICH WOULD PUT US AT 63%.

AND WE'VE ACTUALLY ATTAINED 65% FOR THIS YEAR.

SO WE ARE ON TRACK WITH THIS GPM EXCEEDING THE TARGET THAT WE WERE MEASURING FOR EARLY LEARNING PROGRESS FOR OUR GPM TWO, WHICH IS OUR SECOND GRADE STUDENTS MONITORING HOW THEY ARE PERFORMING AT 90% OR HIGHER ON ACCURACY FOR SENTENCE READING FLUENCY.

OUR GOAL IS TO GO FROM 62% TO 72% BY 2030.

THIS YEAR, FOR BEGINNING, MIDDLE AND END MEASURES, WE STARTED AT 36% OF OUR SECOND GRADERS READING AT 90% OR HIGHER FOR ACCURACY ON THEIR SENTENCE READING FLUENCY.

BY MIDDLE OF THE YEAR, THEY WERE AT 49%, AND AT THE END OF THE YEAR WE WERE AT 62%. YOU CAN SEE WITH THE BLUE LINE IN A MEASUREMENT OF HOW WE DID THE YEAR PRIOR, WE STARTED OUT WITH STUDENTS A LITTLE BIT HIGHER IN THAT COHORT AT 40%.

BY THE MIDDLE OF THE YEAR, THEY WERE AT 51%, AND THE END OF THE YEAR THEY WERE AT 62.

SO THE ONE THING WE NOTICED WITH OUR COHORT THIS YEAR IS WHILE THEY CAME IN A LITTLE BIT UNDER WHERE LAST YEAR STUDENTS STARTED, WE HAD REALLY SIGNIFICANT GROWTH THIS YEAR TO CATCH UP TO THE THE 62% WHERE THE STUDENTS WERE LAST YEAR.

SO TO INCREMENT INCREMENTALLY, HAVE GROWTH OVER TIME, WE WANT TO STICK TO THE 2%.

WE THINK THAT IS DEFINITELY AGGRESSIVE, BUT WE WANT TO SET OUR GOALS HIGH.

AND WITH THAT, IT PUTS US RIGHT ON TARGET WHERE WE ENDED LAST YEAR, WHICH AUTOMATICALLY PUTS US TWO PERCENTAGE POINTS UNDER OUR GOAL.

BUT WE ARE VERY CONFIDENT WE WILL MEET THAT.

SO WE ARE GOING TO BE CONSISTENTLY MONITORING THIS AND YOU'LL HEAR IN A MOMENT, BRIANNA HAS SOME STRATEGIES TO SHARE WITH YOU THAT WE'VE BEEN DOING THAT HAVE BEEN SHOWING SOME POSITIVE GROWTH, AND WE WILL SEE THAT GROWING OVER TIME.

SO WITH OUR GPM TARGET, WE ARE CALLING THIS ONE A STATUS OF PROGRESSING BECAUSE WE ARE WE'RE CLOSE, BUT WE'RE ALMOST THERE ON OUR GPM THREE, WHICH IS OUR ONE. C IS OUR SECOND GRADE STUDENTS AS A WHOLE COHORT AND HOW THEY'RE PERFORMING ON THEIR NWA MAP GROWTH ASSESSMENT.

WE ARE AIMING TO GO FROM 50% TO 64% IN 2030.

THIS WOULD BE A BENCHMARK YEAR FOR US.

AS I MENTIONED EARLIER, WE NEED TO MAKE SURE THAT THEY ARE TESTING IN SEPARATE WINDOWS SO THAT OUR ENGLISH STUDENTS ARE TESTING AND OUR SPANISH STUDENTS ARE TESTING, BUT WE'RE NOT DOING A DOUBLE DIP IN THE SAME WINDOW.

SO OUR BENCHMARK SCORES FOR THIS YEAR, WE ARE ENDING AT A 50%.

STUDENTS OF OUR SECOND GRADERS ARE PROJECTED TO PERFORM AT MEETS OR HIGHER FOR THIRD GRADE. SO WE WILL MONITOR THAT GROWTH OVER TIME.

AND WE'RE AIMING FOR 2% INCREASE OUT TO 2030 AND HOPEFULLY AIMING FOR 58%.

SO YOU CAN SEE THERE IN THE SUMMARY OF DATA, OUR 2425 ALL BILINGUAL STUDENTS DID TAKE THE MAP GROWTH IN BOTH SPANISH AND ENGLISH DURING THAT SAME WINDOW.

BUT THIS YEAR WE HAVE DIVIDED THAT INTO TWO WINDOWS.

SO MOVING FORWARD, THAT IS HOW WE WILL TEST EACH YEAR.

AND THEN OUR ONE EXCUSE ME, GPM ONE D IS OUR WRITING GOAL, WHICH IS THE ESSER. THAT ONE WE ARE AIMING FOR AN INCREASE FROM 34% TO 38%.

AND IF YOU'LL REMEMBER, THAT IS ONE OF THE TARGETS WE SET.

THAT WAS IMPORTANT BECAUSE WE KNEW THAT THE WRITING SCORES ACROSS ALL OF OUR STAR SCORES WERE GOING TO BE VERY IMPORTANT TO SEE THAT INCREASE OVER TIME.

BECAUSE EACH OF OUR SUBJECT AREAS, WE KNOW THAT IS A SIGNIFICANT PART OF THE TEST, WHETHER IT'S IN AN ESSAY FORMAT OR IN A SHORT CONSTRUCTED RESPONSE.

AND SO OUR BENCHMARK YEAR FOR THIS YEAR FOR WRITING IS 34%.

AND WE ARE AIMING TO GET TO 38% FOR NEXT YEAR.

AND THEN WE WILL RESET THE TARGETS.

2728 WHEN WE HAVE THE NEW MEASURES AND FRAMEWORK FROM THE STATE WITH THE NEW TEST.

OKAY, SO I'M GOING TO START OFF WITH SOME OF THE SUPERINTENDENT INSIGHTS HERE. AND BRIAN AND I ARE GOING TO KIND OF GO TAG TEAM ON THIS BECAUSE SHE'S GOT A LOT OF REALLY GREAT DATA TO SHARE AS WELL.

BUT WITH THIS PARTICULAR GOAL, WE'RE GOING TO START WITH THREE BRIGHT SPOTS THAT WE NAILED DOWN. THE FIRST ONE, WE ARE VERY, VERY PROUD OF OUR CLOSING THE GAPS WITH OUR SPECIAL POPULATIONS.

THERE WERE SEVERAL AREAS THAT WE SAW SOME INCREASES.

ONE OF THOSE WAS IN OUR FIRST GRADE EMERGENT BILINGUAL GROUP, TEN PERCENTAGE POINTS FROM 60 TO 70%.

SPECIAL EDUCATION WAS AN INCREASE BY 11 POINTS FROM 38 TO 49, AND SECOND GRADE EMERGENT BILINGUAL INCREASED BY ONE FROM 56 TO 57.

AND THEN OUR SPECIAL EDUCATION IN THAT SECOND GRADE GROUP INCREASED BY THREE FROM 37 TO 40.

SO WE'RE VERY PROUD WHEN TO CELEBRATE AND HIGHLIGHT THE HARD WORK GOING ON WITH OUR SPECIAL POPULATIONS GROUPS.

AND WE HAVE A LOT OF THE FANS IN THE CROWD HERE TONIGHT.

[00:15:02]

SO WE SHARED THE PICTURE OF THE TEA FOUNDATIONAL SKILLS AND WHAT WE'RE REALLY FOCUSED ON WITH OUR SPECIAL POPULATIONS AND ALL OF OUR STUDENTS IS REALLY BRIDGING THE GAP OF THOSE. IF YOU LOOK AT THAT LITTLE TREE, THE ROOTS AND THAT TREE TRUNK.

SO ALL OF THE WORK THAT YOU'LL SEE TODAY THAT WE'LL SHARE IS REALLY FOCUSING ON THOSE FOUNDATIONAL SKILLS SO THAT ALL OF OUR STUDENTS HAVE THE OPPORTUNITY TO READ WITH FLUENCY. OKAY. SO THE NEXT ONE THAT WE HAVE IS THE AFRICAN AMERICAN GROWTH FOR FIRST GRADE. SO WE NOTICED THAT OUR FIRST GRADE PERFORMANCE FOR AFRICAN AMERICAN STUDENTS WENT FROM 51% TO 55%. AND WE REALLY CONTRIBUTE THAT TO THE IMPLEMENTATION OF THE NEW STRUCTURED LITERACY AS WELL AS PROFESSIONAL DEVELOPMENT FOR OUR FIRST GRADE TEACHERS. SO WE SAW A LOT OF GREAT GROWTH WITH THOSE STUDENTS.

YOU MIGHT WANT TO TELL THEM A STRUCTURE LITERACY. WHAT THAT. SO FOR STRUCTURED LITERACY, IT IS A T A ALIGNED FRAMEWORK WITH THE SCIENCE OF READING THAT WE IMPLEMENTED THIS YEAR FOR ALL OF OUR KINDERGARTEN THROUGH SECOND GRADE TEACHERS.

AND SO WITH THE STRUCTURED LITERACY, THERE IS A ROUTINE THAT THEY ARE FOLLOWING EVERY SINGLE DAY TO TEACH THE FOUNDATIONAL SKILLS FROM PHONOLOGICAL AWARENESS ALL THE WAY TO SENTENCE FLUENCY.

SO IT'S A ROUTINE THAT TEACHERS CAN FOLLOW EVERY SINGLE DAY, AND THEY UNDERSTAND, AND IT HELPS THE KIDS ALSO WITH THE ROUTINES OF FOUNDATIONAL SKILLS. AND IT'S A PART OF OUR.

OKAY. AND ON THIS ONE, I WANTED TO DRAW ATTENTION TO IN OUR DIFFERENTIATED CAMPUS SUPPORT IN OUR DIP OUR DISTRICT IMPROVEMENT PLAN.

WE HAVE A TARGETED GOAL WHERE WE WANT TO DIFFERENTIATE STAFF DEVELOPMENT NOT ONLY FOR TARGET GROUPS OF TEACHERS, BUT ALSO FOR OUR CAMPUSES.

THEY DON'T ALL NEED THE SAME THINGS. WE WANT TO MAKE SURE THAT WE TARGET THOSE AREAS DIRECTLY TO THE NEEDS OF WHAT WE'RE SEEING FROM THE DATA.

AND SO THIS IS AN AREA THAT BRIANNA AND HER TEAM TOOK REALLY TO A WHOLE NOTHER LEVEL THAT I'M VERY PROUD OF. SO I WANTED HER TO SHARE A LITTLE BIT ABOUT THIS ONE.

SO WHAT WE DID WHEN I FIRST STARTED IN THIS POSITION, WE TOOK OUR LOWEST PERFORMING CAMPUSES IN THAT 2023 YEAR.

AND WE ARE TARGETING THOSE CAMPUSES TO REALLY MAKE SURE THAT THEY ARE HAVING GROWTH OVER TIME. SO WITH THE HELP OF YOU ALL, AND WITH KIM, WE REALLY MADE SURE THAT THOSE CAMPUSES HAD ENOUGH COACHES IN MONOLINGUAL AND BILINGUAL SUPPORT TO REALLY SUPPORT THOSE CAMPUSES IN IMPLEMENTATION OF NEW CURRICULUM, IN GROWING AND ANALYZING THE DATA.

AND SO WE'RE REALLY MAKING SURE THAT OUR OUR CAMPUSES THAT NEED THAT SUPPORT, HAVE THAT SUPPORT. AND SO WHAT WE'VE DONE WITH THEM IS WE'VE CREATED WALK THROUGH SYSTEMS AND COACHING ROUTINES WHERE WE ARE REALLY PULLING THE CAMPUS LEADERSHIP TOGETHER TO REALLY WORK WITH THEM ON HOW TO AND WHAT THE LOOK FOR IS, ARE FOR THE FOUNDATIONAL SKILLS.

AND THE GREAT THING IS 100% OF THOSE CAMPUSES HAD GROWTH WITH FIRST GRADE.

SO WE'RE REALLY EXCITED TO SEE OUR PERFORMING OUR CAMPUSES PERFORMING AT THE LEVEL AS EVERYONE ELSE. SO THAT'S REALLY EXCITING. OKAY, SO OUR NEXT AREA ARE OUR AREAS FOR GROWTH.

I'M GOING TO KIND OF LEAD OFF ON THIS. AND WE BOTH HAD THINGS WE WANTED TO SHARE. SO WE WERE LIKE, WE'RE GOING TO DO THIS TOGETHER BECAUSE WE HAD SO MUCH TO TALK ABOUT. AND YOU GET US IN A ROOM TALKING ABOUT READING AND THAT COULD GO ON FOR A LONG, LONG TIME.

STAFFING. WE NOTICED AS THE DATA WAS PULLED THAT STAFFING IN EACH OF THESE GRADE LEVELS.

SO KINDERGARTEN, FIRST GRADE AND SECOND GRADE, AT LEAST ONE THIRD OF THE TEACHERS WERE EITHER NEW TO THE PROFESSION OR THEY WERE NEW TO THE GRADE LEVEL AND TRANSITIONED INTO A PRIMARY GRADE WITH THAT, AS YOU KNOW, COMES VERY MUCH A LOT OF SUPPORT FOR LEARNING STANDARDS.

LEARNING HOW TO TEACH, LEARNING HOW TO MANAGE CLASSROOMS, LEARNING HOW TO LESSON PLAN.

ALL OF THOSE PIECES ARE EXTREMELY IMPORTANT.

AND SO TARGETED PROFESSIONAL DEVELOPMENT IN SPECIFICALLY THE SCIENCE OF TEACHING READING ALONG WITH OUR HOUSE BILL READING ACADEMY, WHICH IS REQUIRED BY THE STATE WHICH BRIANNA AND HER TEAM LEAD EVERY YEAR.

WE HAVE SEVERAL TEACHERS IN THAT ANYWHERE FROM 60 TO 80 TEACHERS.

AND SO THIS IS SOMETHING THAT CONTINUES TO BUILD CAPACITY IN OUR TEACHING STAFF.

YES. SO THIS YEAR, WITH THE SCIENCE OF READING AND READING ACADEMIES, WE HAD 80 NEW TEACHERS A PART OF OUR READING ACADEMY IN THE PRIMARY GRADES.

SO THAT'S 80 BRAND NEW TEACHERS IN ANY GRADES FROM KINDERGARTEN ALL THE WAY TO SECOND GRADE. NEXT YEAR WHEN WE'RE ROLLING OUT FOR THE 2627 YEAR, WE ALREADY ENROLLED JUST THIS WEEK, 60 TEACHERS THAT WILL BE A PART OF THAT, THAT WERE NEW TO THIS CURRENT SCHOOL YEAR.

SO EVERY YEAR WE'RE JUST ENROLLING ANY NEW TEACHERS THAT WE HAVE TO TEACHING IN THE EARLY LITERACY GRADE. SO EVEN IF THEY'RE A FIFTH GRADE TEACHER AND THEY COME DOWN INTO THE PRIMARY GRADES, WE TRAIN THEM ON THE SCIENCE OF READING AND THE FOUNDATIONAL SKILLS. ANOTHER AREA FOR GROWTH IS AGGRESSIVE PROGRESS MONITORING.

AND SO WE HAVE THIS ALSO TIED BACK INTO OUR DISTRICT IMPROVEMENT PLAN, TRAINING OUR CAMPUS PRINCIPALS AS WELL AS OUR TEACHERS AND HOW TO MONITOR MASTERY OF STANDARDS, MASTERY OF SKILL SETS.

THIS IS SOMETHING WE'VE BEEN DOING ONGOING.

BUT IN ADDITION TO DOING THAT, BRIANNA AND HER TEAM HAVE ALSO TAKEN THIS TO ANOTHER LEVEL WITH GETTING IT ALL THE WAY DOWN TO A FOUNDATIONAL SKILL LEVEL OF HOW OUR

[00:20:04]

SO IT WILL SAY LIKE, IF STUDENTS ARE LOW IN PHONOLOGICAL AWARENESS.

HERE ARE ALL THE RESOURCES THAT WE HAVE PROVIDED FOR YOU IN.

THAT YOU CAN USE TO REALLY MONITOR YOUR STUDENTS.

SO WE'RE GOING TO CREATE A MONITORING TOOL, ESPECIALLY FOR OUR SECOND GRADE TEACHERS, BECAUSE ALTHOUGH WE HAD HIGH GROWTH FOR OUR FIRST GRADE STUDENTS, SECOND GRADE STILL HAS SOME WAYS TO GO IN SECOND GRADE, YOU HAVE TO KEEP THE LEVEL OF FLUENCY GOING AS WELL AS COMPREHENSION.

SO WHERE MOST OF OUR DATA TRACKING TOOLS ARE FOR THAT COMPREHENSION PIECE, BECAUSE WE'RE TRYING TO GET THEM READY FOR STAR, WE ALSO NEED TO KEEP UP WITH THE FOUNDATIONAL SKILLS. SO WE'RE GOING TO CREATE A SYSTEM FOR THE SECOND GRADE TEACHERS TO DO THAT. OKAY. OH, AND FOR THE EXTENDED CONSTRUCTED RESPONSE FROM YEAR TO YEAR, WE THE, THE STANDARDS AND THE PROMPTS CHANGE.

AND SO WHAT WE SAW, ALTHOUGH WE SAW A DROP FROM 27% FROM DCFA1 TO OUR STAR RELEASED DCFA3. WHEN WE WERE ANALYZING THE DATA, WE NOTICED THE COMPLEXITY OF THE TEXT CHANGED, SO FOR DCFA NUMBER ONE, THE THE FIRST COMMON FORMATIVE ASSESSMENT THAT THE STUDENTS DID FOR THE ECR.

THE PROMPT WAS EXPLAIN HOW SOIL IS IMPORTANT TO THE EARTH.

SO THEY WERE USING THEIR TEXTS TO TALK ABOUT SOIL AND HOW IT'S IMPORTANT TO THE EARTH.

SO THEY HAD SOME BACKGROUND KNOWLEDGE FROM SCIENCE TO DO THAT.

BUT WHEN THEY DID THE D C, F A, SO THE THE PRACTICE STARTED THIS CURRENT YEAR, THEY HAD TO TAKE TWO PAIRED PASSAGES, READ BOTH PASSAGES, AND TALK ABOUT HOW THE CHARACTERS ARE DIFFERENT IN THEIR MOTIVATIONS.

SO THE COMPLEXITY IS GREATER FROM YEAR TO YEAR WITH THE ECR IS THAT T IS PROVIDING FOR US. AND ONE THING THAT WE NOTICED IS THIRD GRADE AND FOURTH GRADE ARE THE ONLY GRADE LEVELS FROM ENGLISH FROM THIRD GRADE TO ENGLISH.

TWO THAT HAD TO READ TWO TEXTS AND WRITE AN ESSAY ABOUT IT.

SO FAR. SO IT'S JUST SOMETHING NEW THAT WE'RE ALL LEARNING AND LEARNING HOW TO NAVIGATE WITH T, SO AS THAT LEVEL OF RIGOR GOES UP, SO DOES OUR STAFF DEVELOPMENT AND THE TARGETED STAFF DEVELOPMENT WE'RE PROVIDING FOR OUR TEACHERS TO NOT ONLY GRADE THOSE ESSAYS, BUT ALSO HOW TO TEACH APPROPRIATELY IN THEIR CORE INSTRUCTIONAL BLOCKS.

SO THERE ARE SEVERAL STRATEGIES THAT WE'RE GOING TO DO HERE. WE'RE GOING TO TAG TEAM SOME OF THESE AS WELL. OKAY.

SO I'M GOING TO START IT OFF. AND BRIANNA TALKED A LITTLE BIT ABOUT THE STRUCTURED LITERACY FRAMEWORK. I ALSO WANT TO SAY ANOTHER BIG THANK YOU TO THE BOARD FOR THE SUPPORT OF THE CONTINUOUS SUPPORT OF HIGH QUALITY INSTRUCTIONAL MATERIALS.

IT IS THE ROOT OF EVERYTHING THAT WE NEED TO START WITH PLANNING GOOD CORE INSTRUCTION.

THE STRUCTURED LITERACY IS A FRAMEWORK BUILT INTO WHAT WE WERE ALREADY USING, BUT IT IS HIGHLY FOCUSED ON EXPLICIT PHONICS AS WELL AS FLUENCY, COMPREHENSION, AND IT'S ALL ALIGNED TO THE STANDARDS OF T.

I'M GONNA LET BRIANNA TALK ABOUT THE RESULTS OF HOW THAT STRATEGY WORKED, BECAUSE THAT WAS SOMETHING NEW THAT WE IMPLEMENTED.

YES. SO WE SAW ALIGNMENT IN ACROSS ALL OF OUR CAMPUSES WITH USING STRUCTURED LITERACY.

ONE THING THAT WE REALLY NOTICED IS THAT THE INCREASE OF RIGOR IN OUR TIER ONE INSTRUCTION ACROSS ALL OF OUR FOUNDATIONAL SKILLS AND PRIMARY CAMPUSES.

AND AGAIN, LIKE I MENTIONED EARLIER, WE JUST WANT TO HELP WITH THE TIER TWO.

PART OF THAT, BY CREATING SYSTEMS WHERE THEY CAN LOOK AT THEIR DATA AND KNOW HOW IS THIS GOING TO IMPACT THE INSTRUCTION THAT THEY'RE DOING SO THAT THEY CAN MAKE DECISIONS BASED ON HOW TO SUPPORT THEIR STUDENTS IN TIER TWO AND TIER THREE? SO WITH THAT, THERE ARE SOME STRATEGIC ADJUSTMENTS AT THE DISTRICT LEVEL FOR YOU TO BE AWARE OF. ONE OF THOSE IS AROUND OUR RTI AND MTSS PROTOCOLS.

IT'S BEEN A CONTINUED KIND OF REFRESH THE LAST FEW YEARS.

NEXT YEAR'S FOCUS IS REALLY WHAT'S HAPPENING AT THE TEACHER TABLE.

HOW ARE WE PROGRESS MONITORING IT, AND HOW ARE WE USING THAT DATA TO THEN INTERPRET IT AND DO GOOD MEETINGS WITH OUR WITH OUR RTI TEAMS, AND THEN MAKE DECISIONS FOR STUDENTS? MOVING ON.

SO WE WANT TO SEE THOSE NUMBERS DISMISSING AND OUR AT RISK NUMBERS GOING DOWN.

BUT WITH THAT COMES STRATEGIC ADJUSTMENTS AND MAKING SURE THAT OUR TEACHING IS DIRECTLY ALIGNED TO THE SKILL AREA DEFICIT.

AND SO THAT'S GOING TO BE A STRATEGIC ADJUSTMENT WITH THIS PARTICULAR STRATEGY JUST TO GET OUR OUR, OUR PROFICIENCY PROFICIENCY RATES UP A LITTLE HIGHER.

THE SECOND AREA IS THE PILOTING OF FOUNDATIONAL SKILL LAB SCHOOLS.

THIS IS SOMETHING THAT WAS DONE AT FIVE CAMPUSES.

IT WAS INSPIRED BY WORK WITH OUR COMMIT PARTNERS, WHICH I WANT TO GIVE A SHOUT OUT TO THEM AS WELL.

OUR TEAM GOES ON A REGULAR BASIS, I WOULD SAY MAYBE MONTHLY ISH.

BUT WE HAVE A GROUP OF PEOPLE THAT GO AND READING AND MATH.

AND THEY DO CONTINUED FOCUSED WORK WITH THEM ON BUILDING CAPACITY, LEARNING NEW TOOLS, COMING AND DOING CLASSROOM WALKS.

THERE'S A VARIETY OF THINGS THAT WE DO.

AND THERE WAS AN AREA OF TIME THAT WE HAD NEIGHBORING DISTRICTS COMING INTO OUR SCHOOLS AND SEEING HOW WE WERE IMPLEMENTING OUR READING CURRICULUM AND WENT AWAY WITH GREAT IDEAS AND TAKEAWAYS. WE ALSO WENT WITH THEM TO THEIR DISTRICTS AND LEARNED DIFFERENT THINGS AND BROUGHT BACK IDEAS FOR OUR OWN SCHOOL DISTRICT.

SO BRIANNA CAN TALK ABOUT THESE FOUNDATIONAL SCHOOL LAB SCHOOLS STRATEGY AND HOW THAT

[00:25:04]

WELL, FIVE CAMPUSES HAD TO APPLY.

IT WAS VERY PRESTIGIOUS.

FIVE CAMPUSES APPLIED TO BE A PART OF OUR LAB SCHOOLS.

AND SO WHAT WE DO WITH THE LAB SCHOOLS, WE WALK WITH ALL OF THE CAMPUS PRINCIPALS AT THAT CAMPUS, AND ALL OF THE INSTRUCTIONAL COACHES ARE A PART OF IT.

AND WE HAVE A RUBRIC THAT ALIGNS TO THE SCIENCE OF READING AND THE FOUNDATIONAL SKILLS THAT ARE CONNECTED.

AND WE GIVE FEEDBACK AND JUST FIND TRENDS ACROSS THE CAMPUS TO HELP THE PRINCIPAL UNDERSTAND WHAT ARE THE NEXT STEPS FOR THEM TO LEAD THEIR CAMPUS IN THOSE FOUNDATIONAL SKILLS. SO WITH OUR LAB SCHOOLS, THOSE FIVE CAMPUSES THAT PARTICIPATED, 100% OF THOSE CAMPUSES SAW INCREASE IN THEIR MATH FLUENCY THIS YEAR.

SO WE'RE REALLY EXCITED TO BRANCH THAT ON TO OTHER CAMPUSES.

SO NOW PRINCIPALS LIKE, CAN I BE A PART OF A LAB SCHOOL? SO LIKE, LIKE, CAN I, WHERE'S THE APPLICATION? SO WE'RE EXCITED THAT THEY WANT TO APPLY TO BE A PART OF THE LAB SCHOOL.

AND NEXT YEAR, WHAT WE'LL DO IS DO MORE FOLLOW UP MEETINGS SO THAT PRINCIPALS WHO HAVE NEVER TAUGHT FOUNDATIONAL SKILLS REALLY KNOW HOW TO LEAD THAT WORK ON THEIR CAMPUS AND HOW TO LOOK AT THEIR DATA TO ALIGN IT TO THEIR CIP, AS WELL AS OUR DIP GOALS.

SO OKAY. AND THEN THIS ONE HERE IS REGARDING OUR AMIRA LEARNING, WHICH YOU WILL REMEMBER AS FORMERLY CALLED ICE STATION.

THE COMPANIES MERGED TOGETHER.

SO WHEN YOU HEAR THE WORD AMIRA, YOU THINK OF THE ICE STATION PROGRAM.

BUT WE ARE CONTINUALLY USING THAT, BUT IT'S A LITTLE BIT DIFFERENT.

AND AMIRA HAS AN AI TOOL BUILT IN AND BRIANNA CAN TALK ABOUT THAT A LITTLE BIT MORE.

IT IS ALSO ONE OF TIA'S APPROVED PROGRAMS FOR ALL OF OUR HOUSE BILL 1416 STUDENTS.

AND I HEARD A, I ACTUALLY WAS AT A CONFERENCE AND I HEARD THEM TALKING ABOUT THE SUCCESS RATE OF AMIRA IN SEVERAL OF THE SCHOOL DISTRICTS.

AND THE AI KIND OF BOT COMES ON THERE AND LISTENS TO THE STUDENT READ AND GIVES THEM FEEDBACK. AND I REMEMBER ONE OF THE, THE PRINCIPALS TALKING ABOUT SHE WAS A MOTHER AND SHE SAID WHEN SHE WENT HOME, HER DAUGHTER SAID SOMETHING ABOUT SHE ASKED HER ABOUT HOW A MIRROR WAS GOING AND SHE GOES, YOU KNOW, HER. AND SHE WAS LIKE, YEAH.

AND SHE GOES, PLEASE DON'T TAKE AWAY MY BEST FRIEND.

AND SO THEY LITERALLY HAVE BUILT LIKE THIS CONNECTION WITH AMIRA.

AND IT'S REALLY KIND OF A NEAT THING TO SEE EVOLVE. AND SO I'LL LET BRIANNA TALK ABOUT THAT. WHAT WE LOVE ABOUT AMIRA, AND THANK YOU ALL FOR APPROVING AMIRA FOR OUR TEAM. SO I REALLY DO APPRECIATE THAT THAT IT ALIGNS TO THE SCIENCE OF READING.

STUDENTS HAVE THE OPPORTUNITY, ESPECIALLY FOR OUR DUAL LANGUAGE STUDENTS HAVE AN OPPORTUNITY TO PRACTICE IN ENGLISH AND IN SPANISH IS ONE OF THE ONLY PROGRAMS THAT ALLOWS THE STUDENTS TO PRACTICE IN THAT LISTENING AND SPEAKING PIECE THAT IS SO IMPORTANT FOR, FOR FOUNDATIONAL SKILLS.

AND AS WELL AS IT'S GREAT FOR OUR DYSLEXIA SCREENERS AND IT HAS ALL OF THE TOOLS FOR DYSLEXIA SCREENERS AS WELL THAT WE USE.

AND WE PARTNER WITH OUR SPECIAL ED DEPARTMENT.

SO WE REALLY USE A MIRROR TO HELP WITH THAT INTERVENTION PIECE THAT WE NEED.

AND IT'S ALREADY ALIGNED TO OUR.

SO WHATEVER LESSONS THE STUDENTS ARE ON AT HOME, IT GIVES THEM INTERVENTIONS BASED OFF OF THE TIER ONE INSTRUCTION THAT THEY'RE DOING. SO IT'S, IT'S VERY CLOSELY ALIGNED.

WHAT WE NOTICE IS THAT FOR ALL OF OUR GRADES FROM KINDERGARTEN THROUGH FIFTH GRADE, WE SAW GROWTH FROM BEGINNING AND END OF THE YEAR ON ALL FOUNDATIONAL SKILLS AND STRUCTURED LITERACY AND COMPREHENSION.

SO EVEN THE FOUNDATIONAL SKILLS AND THE COMPREHENSION ALL GREW IN GRADES K THROUGH FIVE. SO WE'RE EXCITED ABOUT THAT.

THIS YEAR WE HAD SOME ISSUES WITH IPADS AND USAGE.

SO WHAT WE WANT TO WORK ON NEXT YEAR IS REALLY HELPING TEACHERS UNDERSTAND HOW TO NAVIGATE A, AN ONLINE PLATFORM FOR INTERVENTION AND PROVIDE PLCS.

OUR COACHES ARE OUT DOING WORK WITH PLCS, WITH THE TEACHERS ON HOW TO LOOK AT THE DATA AND HOW TO IMPLEMENT THE, THE AMIR PROGRAM INTO THEIR CLASSROOMS WITH FIDELITY. SO, AND THE ONE THING I WOULD SAY ON THIS ONE IS IT ALSO REQUIRES OUR HEADPHONES TO BE UP TO DATE IN CHECK, YOU KNOW, ALL THE TIME. AND SO WE'RE CONSTANTLY LOOKING AT MAKING SURE WE HAVE ENOUGH RESOURCES.

THAT'S ONE THING WE HEAR ON OUR CAMPUSES A LOT IS WE NEED MORE HEADPHONES, OR WE NEED TO MAYBE UP OUR BUDGET FOR HEADPHONES.

SO I DON'T PREPARE TO BRING THAT TO THE BOARD.

BUT IF THAT COMES, JUST WANT YOU TO KNOW THAT THAT WOULD BE AN AREA OF SUPPORT.

SO MOVING ON OUR LAST SLIDE, WE HAVE THREE MORE WE WANTED TO SHARE WITH YOU VERY QUICKLY. YOU'VE HEARD US TALK A LOT TONIGHT ABOUT THE PROFESSIONAL DEVELOPMENT AND FOCUSING ON FOUNDATIONAL SKILLS.

AGAIN, I WANT TO REMIND THAT THIS IS PART OF OUR DISTRICT IMPROVEMENT PLAN THAT WE'RE MONITORING IN MANY DIFFERENT WAYS.

BUT SPECIFICALLY WITH OUR READING, IT IS CRITICALLY IMPORTANT, ESPECIALLY WITH OUR NEW TEACHING STAFF.

AND SO YOU WANT TO SHARE ON THAT ONE.

SO AS WE WALK WITH KIM AND MATT POPE AND ALL OF THE DISTRICT LEADERSHIP, WE KEEP A TRACKER OF HOW ARE OUR TEACHERS IMPROVING IN THEIR TIER ONE INSTRUCTION, ESPECIALLY FOR FOUNDATIONAL SKILLS. AND WE SAW THAT 90% OF THOSE TEACHERS HAD IMPROVEMENT IN THEIR GROWTH OVERALL.

SO THAT WAS GREAT TO NOTICE.

ANOTHER THING THAT WE REALLY WANT TO FOCUS ON NEXT YEAR IS REALLY HELPING PRINCIPALS REALLY CALIBRATE AND UNDERSTAND WHAT TO LOOK FOR WHEN THEY'RE DOING THOSE WALKTHROUGHS.

SO JUST GIVING THEM MORE FEEDBACK IN HOW TO IMPLEMENT NEXT STEPS FOR THEIR TEACHERS WITH

[00:30:04]

SO TO HELP THEM WITH THAT.

YEAH. GREAT. OKAY. AND THEN THE SECOND ONE HERE, LESSON INTERNALIZATION.

OH, THIS GETS US EXCITED.

WE LOVE THIS. SO LESSON INTERNALIZATION IS SOMETHING WE DID A PLC REBOOT LAST SUMMER.

AND WE REALLY FOCUSED ON THIS IN OUR TRAINING WITH OUR PRINCIPALS IN MAY.

WE TRAINED OUR, ARE Y'ALL LAUGHING AT ME? SORRY. IT'S THE LITTLE THINGS.

SO WE DO LOVE THIS TELLING YOU.

AND SO WE TRAINED ALL OF OUR COACHES ON THIS.

WE DID GET SOME INSPIRATION FROM OUR COMMIT PARTNERS AGAIN, ON SOME OTHER WAYS THEY DO IT.

AND THEN MATT, MATT POPE BRINGS US ANOTHER GREAT IDEA OF HOW THEY DO LESSON INTERNALIZATION AND OTHER DISTRICTS. SO WE LOVE GREAT IDEAS, BUT WE HAVE TO DO IT OUR WAY.

AND SO WE HAVE A CFB WAY AND BRIANNA AND HER MAGIC AND HER TEAM, THEY START MASHING UP HOW THEY WANT TO DO IT. MATH DID THEIR OWN VERSION.

SCIENCE TOOK A HOLD OF IT, THEN SOCIAL STUDIES, AND IT WAS LIKE, WOW, THIS WAS OFF AND RUNNING.

AND SO WHAT WE'RE REALLY TRYING TO DO IN OUR PLC TIME, WHICH IS OUR PROFESSIONAL LEARNING COMMUNITIES, AS WE WANT OUR TEACHERS TO REALLY UNDERSTAND THE STANDARD, UNDERSTAND HOW TO TEACH IT, UNDERSTAND WHAT LEVEL OF RIGOR TO TEACH THIS AT. AND THAT COMES FROM STUDYING.

AND SO ONE THING I'M REALLY EXCITED ABOUT WITH OUR NEW MATH CURRICULUM, THIS IS ABOUT READING TONIGHT, BUT OUR NEW MATH CURRICULUM HAS SO MUCH PROVIDED THAT OUR TEACHERS WILL NOT HAVE TO DO SO MUCH ON THE LESSON PLANNING SIDE, THEY'LL BE ABLE TO INTERNALIZE BECAUSE THINGS ARE DONE FOR THEM.

THE LESSON IS LAID OUT AT THE RIGHT LEVEL OF RIGOR.

IF IT'S IMPLEMENTED IN THE WAY THAT THE AUTHORS WROTE IT, IT'S GOING TO BE REALLY FABULOUS. AND SO WITH READING, WE'VE ALREADY HAD THAT BECAUSE THE HMH DID THAT FOR US AS WELL.

AND SO THIS LESSON INTERNALIZATION PROTOCOL WENT NEXT LEVEL WITH BRIANNA AND HER TEAM.

AND SO I'LL LET HER SHARE IN THAT.

SO ONE THING WE DID WITH THE PRINCIPALS, WE HAD THEM TEACH FOUNDATIONAL SKILL LESSONS TO EACH OTHER. AND THEY WERE LIKE, OH, I HAVE TO TEACH IT RIGHT NOW.

I'M LIKE, YES, LIKE RIGHT NOW. AND SO THEY TAUGHT TO THEIR PARTNER AND THEIR PARTNER GAVE THEM FEEDBACK, AND THEN THEY HAD TO CORRECT THE FEEDBACK IMMEDIATELY AND TRY AGAIN AND TEACH AGAIN.

AND SO THAT'S A ROUTINE THAT WE DO DURING PLCS BECAUSE WE DON'T WANT THE FIRST TIME THAT A TEACHER IS TEACHING FOUNDATIONAL SKILLS IS WITH STUDENTS.

SO OUR GOAL IS TO REALLY HAVE THAT PLC PROCESS WHERE WE'RE INTERNALIZING, WE'RE PRACTICING IN A SAFE SPACE, AND WE'RE GIVING EACH OTHER FEEDBACK BEFORE WE ACTUALLY DELIVER THIS INFORMATION TO STUDENTS.

SO IT'S REALLY JUST HELP THEIR CONFIDENCE AND UNDERSTANDING OF THE INSTRUCTION.

SO OKAY, LAST ONE AND THE LAST ONE IS FOR AKERS AND REALLY STRENGTHENING THE ECR WRITING. SO WE HAD A DISTRICT LEVEL TRAINING WITH ALL OF OUR THIRD THROUGH FIFTH GRADE TEACHERS ON HOW TO UNDERSTAND THE T RUBRIC AND HOW TO GRADE THOSE RUBRICS.

ANOTHER THING THAT WE REALLY NOTICED IS THAT IT DOESN'T START WITH JUST WRITING.

SO WE REALLY WANTED TO FOCUS ON THIS YEAR ANNOTATIONS AS WELL AS STRUCTURED DISCOURSE.

SO LAST YEAR WHEN WE WERE DOING CONSOLIDATION, WE NOTICED THAT A LOT OF OUR, MY BOOKS WERE THE BOOKS THAT COME WITH THE CONSUMABLES AND WERE EMPTY.

SO WE STARTED THIS YEAR WITH DOING THE IMPLEMENTATION OF HELPING TEACHERS UNDERSTAND HOW TO ANNOTATE AND TEACHING STUDENTS HOW TO ANNOTATE ALL THE WAY FROM SECOND GRADE, ALL THE WAY UP. AND SO ANOTHER THING THAT WE WORKED ON IS MAKING SURE THAT WE WERE CALIBRATED ACROSS THE DISTRICT WITH WRITING.

SO WE DID SOMETHING CALLED AN ECR ROAD SHOW, WHERE OUR COACHES AND MYSELF, WE WENT TO EVERY SINGLE CAMPUS AND WE WORK WITH THE TEACHERS.

WE TOOK OUT ALL THEIR ESSAYS, AND WE CALIBRATED TOGETHER TO MAKE SURE THAT WE'RE ALL ALIGNED AS A DISTRICT ON GRADING THE ECR.

AND SO WHAT WE'LL DO NEXT YEAR IS WE'LL CONTINUE THOSE ROAD SHOWS IN THAT IMPLEMENTATION FROM THIRD GRADE ALL THE WAY TO ENGLISH TWO.

WE'LL HAVE ONE DISTRICT WIDE WAY THAT WE STRUCTURE OUR WRITING AND HAVE STRUCTURED DISCOURSE AND TALK SO THAT WE'RE CONSISTENT AND ALIGNED LITERALLY FROM THE FIRST TIME THAT THEY TAKE THE STAR TEST ALL THE WAY TO THEIR LAST STAR TEST.

SO WE'RE EXCITED. YEAH.

OKAY. SO WITH THAT, WE WANT TO THANK YOU AGAIN FOR YOUR CONTINUED SUPPORT.

AND WE HOPE THIS HAS BEEN AN INFORMATIVE UPDATE ON WHERE WE ARE WITH OUR READING GOAL.

WE ARE VERY EXCITED ABOUT THE GROWTH THAT WE HAVE AND DO EXPECT SOME GOOD RESULTS THIS YEAR, AND WE ARE HOPEFUL FOR THAT COME JUNE.

SO AT THIS TIME, WE WILL OPEN THE FLOOR UP FOR QUESTIONS.

THANK YOU VERY MUCH FOR THE PRESENTATION.

BOARD MEMBERS QUESTIONS, MISS BARNES.

FIRST OF ALL, I WANT TO THANK YOU. IT MAKES ME EXCITED TO HEAR THE SCIENCE OF READING AND ALL OF THAT. AND SO I'M VERY EXCITED WITH EVERYTHING THAT YOU ALL ARE DOING.

I THINK YOU TOUCHED ON THIS, BUT COULD YOU EXPLAIN A LITTLE BIT FURTHER THE YOUR GOAL PROGRESS MEASURES MOSTLY SHOW THE SPRING MAP AS OR THE SPRING TESTS AS BEING KIND OF THE, THE, WHAT WE'RE LOOKING AT, WHAT ARE. BUT WE'RE LOOKING AT THE GOALS THROUGHOUT THE YEAR.

SO WHAT ARE SOME OF THE THINGS THAT YOU'RE GOING TO BE LOOKING AT TO KIND OF HELP GUIDE US TO WHETHER WE'RE MEETING OUR GOALS THROUGHOUT THE YEAR.

[00:35:01]

SO IS THAT IS IT GOING TO BE ACTUAL MAPS FROM FALL, WINTER AND SPRING? YES.

SO IT'S IT'S A READING FLUENCY TEST THAT THEY TAKE AT THE VERY BEGINNING OF THE YEAR, THEN AGAIN IN THE MIDDLE. AND THEN AT THE END IT MEASURES THEIR PHONICS PHONEMIC AWARENESS.

IT MEASURES THEIR WORD RECOGNITION.

IT MEASURES THEIR ABILITY TO READ SENTENCES WITH FLUENCY.

AND WHAT HAPPENS WHEN THEY TAKE THE TEST IS THEY'RE GIVEN A SERIES OF SENTENCES AND HOW ACCURATE THEY ARE IN READING THOSE.

THEY MAY GET MORE THAN ANOTHER STUDENT, DEPENDING ON HOW STRONG THEY ARE IN THAT READING. WITH THAT, IT THEN SCORES THEM AT WHETHER OR NOT THEY'RE AT A APPROACHES MEETS MASTER'S TYPE LEVEL. AND SO THAT TEST CAN BE GIVEN AT ANY TIME OF THE YEAR, EVEN THOUGH WE DO IT FOR ALL STUDENTS AT THE BEGINNING, MIDDLE AND END, WE ALSO HAVE AN ABILITY TO DO PROGRESS MONITORING MEASURES ALL THROUGHOUT THE BENCHMARKS BETWEEN THE BEGINNING, MIDDLE AND THE MIDDLE AND THE END.

AND SO WE HAVE SOME GREAT SUCCESS STORIES OF PROGRESS MONITORING MEASURES THAT HAVE BEEN SET UP. DO YOU WANT TO TALK ABOUT THAT? YEAH. SO ACTUALLY ONE OF OUR CAMPUSES, WE HAD A TEACHER WHO HAD SOME NEWCOMERS COMING IN THAT SPOKE FRENCH AND SHE WAS LIKE, I GOT THEIR MAP FLUENCY DATA AND WE NEED SOME WORK.

SO WE CREATED A SYSTEM WHERE SHE WOULD TARGET THEM AND DO THEIR PROGRESS MONITORING AFTER EVERY CYCLE. SO EVERY, EVERY WEEK AND EVERY TWO WEEKS SHE WOULD DO THAT. AND SO WE WOULD JUST FOCUS ON THE PHONOLOGICAL AWARENESS, JUST HOW THEY'RE HEARING THE SOUNDS FOR THOSE STUDENTS.

AND WITHIN A THREE WEEK CYCLE, SHE SAW THEM GROW FROM LIKE THE 10TH PERCENTILE TO THE 40TH PERCENTILE.

SO WE'RE SEEING LIKE QUICK GROWTH VERY QUICKLY BECAUSE THEY'RE TAKING THEIR DATA AND IT'S GIVING THEM SHORT LESSONS AND SHORT CYCLES TO HELP THEM INCREASE THAT PROGRESS.

SO YEAH, SO THE DATA THAT WE'RE GOING TO SEE THROUGHOUT THE YEAR THOUGH, IS THAT JUST BASED OFF OF THOSE SPRING MAP SCORES.

IT WILL BE THE BEGINNING MIDDLE END. OKAY.

SO THAT WILL CHANGE FROM SPRING TO FALL AND WINTER.

THE ONE ON THE RIGHT. YES, THE ONE ON THE RIGHT IS END OF YEAR MEASURE.

OKAY. AND THAT ONE IS GOING TO BE EVERY YEAR WE'RE GOING TO REPORT OUT LIKE HERE'S HOW WE ENDED. HERE WAS OUR TARGET AND HERE'S HOW WE MET THAT GOAL.

BUT IF YOU ALL DECIDE, YOU KNOW WHAT, WE KIND OF WANT TO KNOW WHERE WE ARE IN NOVEMBER, WE KIND OF WANT A LITTLE EARLY REPORT.

AND YOU WANT TWO REPORTS ON READING.

WE CAN COME IN NOVEMBER AND WE CAN SHOW YOU WHERE WE ARE ON THE LEFT SIDE OF THE GRAPH, WHERE WE STARTED AND WHERE WE MAYBE ARE AT MIDDLE OF YEAR IF WE HAVE THAT DATA.

IDEALLY, IT WOULD BE GREAT TO DO THIS REPORT IN LIKE FEBRUARY BECAUSE WE'RE DOING THIS WINTER SCREENING IS IN DECEMBER, SO WE ACTUALLY COULD DO IT IN JANUARY.

IF WE DID A JANUARY REPORT, WE COULD GIVE YOU THE BEGINNING AND THE MIDDLE. AND THEN IF YOU WANT AN END OF YEAR REPORT, WE COULD COME BACK WITH ALL THREE BARS AND THEN SHOW YOU HOW WE ENDED THE YEAR TOWARDS THAT LONG RANGE GOAL TO 2030.

DOES THAT MAKE SENSE? OKAY.

YES. THANK YOU. I THINK TO MISS BARNES POINT, THE. SO IN THIS EXAMPLE, IF WE HAD HEARD THIS IN THE WINTER, YOU WOULD HAVE BEEN ABLE TO USE THE SLOPE TO PREDICT WHAT THE SPRING WOULD BE.

SO WE WOULD KIND OF KNOW IF WE WERE ON TRACK BASED ON THE FALL AND WINTER.

THAT IS CORRECT. OKAY.

THANK YOU. THAT'S VERY HELPFUL AS A MATH PERSON.

MISS BRADY, FIRST I'D LIKE TO COMMENT AND THE GREAT SUCCESS, ESPECIALLY FOR OUR SPECIAL POPULATIONS.

THAT'S VERY EXCITING. THAT'S GREAT NUMBERS.

THANK YOU SO MUCH. MY SECOND QUESTION REALLY IS ABOUT THAT LAST SLIDE.

NOT THIS SLIDE, BUT THE SLIDE YOU SHOWED US SECOND TO LAST WITH THE SUPERINTENDENT.

BACK ONE. YES. SO I NOTICED IN THE MIDDLE COLUMN, SECOND AND SECOND SECTION, TALK ABOUT 40% OF THE CAMPUSES NOT USING.

OH YES. THIS CONSISTENTLY.

AND I'M SO I'M GOING TO ASK YOU WHY.

AND THEN MY SECOND FOLLOW UP QUESTION TO THAT IS THIS TRAINING THAT YOU OFFER IN THE SUMMER, I GUESS BEGINNING OF THE YEAR, IS THAT OPTIONAL OR IS IT REQUIRED BY ALL NEW TEACHERS? IT'S REQUIRED BY ALL NEW TEACHERS FIRST AND FOR THE 40%.

WHAT WE NOTICE IS THAT WHEN I DO PLC WALKS WITH THE COACHES AND JUST LIKE CHECKS ON HOW THINGS ARE GOING, SOME CAMPUSES HAVE JUST MADE THIS A PRACTICE OF WHAT THEY DO WITH THE INTERNALIZATION PROTOCOL.

AND THEN SOME CAMPUSES. WE'RE STILL WORKING ON MAKING THIS JUST A CONSISTENT ROUTINE, A PART OF WHAT THEY'RE DOING.

IT'S JUST NOT CONSISTENT YET.

SO BECAUSE IT'S NEW AND WE ARE STILL ROLLING IT OUT, IT'S SOMETHING THAT WE'RE I'M GOING TO REALLY WORK ON THOSE CAMPUSES THAT STILL NEED TO HAVE THAT PUSH OF MAKING IT A, JUST A CONSISTENT PART OF THEIR ROUTINE DURING THEIR PLCS. SO YOU THINK PART OF THAT 40% IS JUST BECAUSE THEY'RE NOT AS COMFORTABLE WITH IT. SO THEY TRY OUT THE ROUTINE, MAYBE LIKE ONCE EVERY AT THE BEGINNING OF EVERY UNIT, BUT THERE'S SOME CAMPUSES THAT ARE DOING IT EVERY SINGLE TIME THEY MEET.

SO MY GOAL IS JUST TO MAKE SURE THAT JUST BECOMES A PART OF WHAT THEY DO WHEN THEY'RE MEETING TOGETHER IN PLC.

AND SO THE END GOAL WOULD BE THAT EVERYBODY'S USING IT CONSISTENTLY ON AN EVERYDAY BASIS.

WE'RE DOING THIS ALL THE TIME. EXCELLENT. THANK YOU SO MUCH. MISS BENAVIDES.

THANK YOU. I WANTED TO ASK ABOUT THE.

THE FUNDAMENTALS FOR THE EMERGING BILINGUALS AND THE 1% INCREASE.

[00:40:04]

RIGHT? YES. SO FOR OUR THE FUNDAMENTALS FOR THE THE 1% INCREASES THAT WE'RE MENTIONING.

YES. SO FOR OUR EMERGENT BILINGUAL STUDENTS, WHAT WE'RE NOTICING IS BECAUSE THEY ARE NOW TRANSITIONING INTO FROM THOSE FOUNDATIONAL SKILLS OF JUST THE DECODING AND MULTI-SYLLABIC WORDS. WHAT WE'RE STRUGGLING WITH INSIDE OF SECOND GRADE IS BUILDING THE FLUENCY. SO THEY KNOW HOW TO, BECAUSE SYLLABLES IS JUST A PART OF WHAT THEY DO. WE'RE SEEING THE STRUGGLE IS NOW IS PUTTING IT ALL TOGETHER IN CONTEXT AND REALLY READING WITH FLUENCY. SO THAT'S WHAT WE REALLY WANT TO WORK ON WITH OUR SECOND GRADE TEACHERS NEXT YEAR IS HOW DO YOU, NOW THAT YOU UNDERSTAND THE FOUNDATIONAL SKILLS OF DECODING, HOW DO YOU PUT THAT IN CONTEXT INSIDE OF A BOOK AND READ FLUENTLY TO HELP YOU BUILD YOUR COMPREHENSION? THE 90% ACCURACY? YES.

AND IT'S ALSO FOR 90% ACCURACY, WHEREAS IN FIRST GRADE IT WAS 75%.

SO THE LEVEL INCREASES.

THAT'S GREAT. THANK YOU.

YEAH. YOU GOT ONE? GO AHEAD, MR. GILMORE. HI, KIM. THIRD GRADE READING IS PRETTY AMBITIOUS.

46 TO 64. HAVE WE DO WE UNDERSTAND WHAT G P MS ARE THE STRONGEST EARLY INDICATORS THAT WE'RE GOING INTO THE RIGHT DIRECTION? SAY THAT ONE MORE TIME. I'M SORRY, DO WE UNDERSTAND WHAT G P MS ARE DRIVING OR SHOWING THE BEST SUCCESS TO GET US TO? THAT'S A GREAT QUESTION.

WOW. AND IT'S WE PROBABLY DON'T HAVE ENOUGH TIME TO GET INTO ALL OF IT.

BUT WHAT I WILL TELL YOU WRITING IS GOING TO PLAY A REALLY BIG PART IN OUR STUDENTS IN THIRD GRADE MEETS PERFORMANCE TO MEET THOSE GOALS.

IF WE DON'T MASTER WRITING, WE'RE PROBABLY GOING TO STRUGGLE FOR MEETING THAT GOAL EVERY YEAR. BUT THE OTHER PART OF THAT IS IF OUR STUDENTS AREN'T COMING OUT OF SECOND GRADE WITH READING FLUENCY AND MASTERY OF, OF THE FOUNDATIONAL SKILLS, THE COMPREHENSION PIECE IS NOT GOING TO BE ABLE TO GO TO THE DEPTH THAT WE NEED.

MEETS PERFORMANCE ON STAR IS ALL RELATED TO YOUR ABILITY TO LIFT THE WORDS OFF THE PAGE, UNDERSTAND THE TEXT AT VERY DEEP LEVELS, AND THEN TO BRIANNA'S POINT, WRITE ABOUT IT IN COMPLEX WAYS WHEN YOU'RE COMPARING TEXTS AND COMPARING CHARACTERS.

SO WE HAVE TO GET STUDENTS OUT OF SECOND GRADE WITH STRONG READING SKILLS AND NOT STILL WORKING ON MASTERING PHONICS IN THIRD GRADE.

AND WE DO STRUGGLE WITH THAT IN SOME AREAS, ESPECIALLY WHEN OUR EMERGENT BILINGUAL STUDENTS ARE COMING INTO GRADE LEVELS LEARNING ANOTHER LANGUAGE.

AND SO WE'RE TEACHING BOTH ENGLISH AND SPANISH.

AND SO SOMETIMES THAT JUST TAKES TIME.

SO THE GROWTH THAT WE'RE SEEING IS VERY POSITIVE THAT WE'RE DOING THINGS THAT ARE GOING TO GET US WHERE WE NEED TO GO.

BUT WITH THAT, WE HAVE TO CONTINUALLY MONITOR AND ADJUST OUR GAME PLAN BECAUSE EVERY YEAR CAN SHOW US SOMETHING A LITTLE BIT DIFFERENT.

SO WHEN WE START A NEW YEAR, WE LOOK AT OUR PERCENTAGE OF NEW TEACHERS.

WE LOOK AT THE EXPERIENCE LEVEL OF OUR TEACHERS, WHAT GRADE LEVELS ARE THEY IN, WHERE ARE OUR HOTSPOTS AND HOW FREQUENTLY ARE WE GOING OUT AND CONTINUALLY OBSERVING AND GIVING FEEDBACK? WE'RE IMPLEMENTING A NEW WALK THROUGH FEEDBACK TOOL NEXT YEAR THAT WE ARE BEYOND EXCITED ABOUT, WHICH I CAN TALK ABOUT ANOTHER TIME.

BUT THAT IS GOING TO GIVE US A UNIFIED SYSTEM FOR MONITORING WALKTHROUGHS FROM EVERY SINGLE LEVEL, FROM DISTRICT TO CAMPUS ADMINISTRATION TO OUR COACHES.

AND IT WILL BE ABLE TO PULL DATA FOR US DISTRICT WIDE TO SEE WHERE ARE WE STRONG? WHERE DO WE NEED TO DO MORE OF A FOCUS? WHERE DO RESOURCES NEED TO BE PUT TO INCREASE AREAS THAT WE'RE MAYBE STRUGGLING A LITTLE BIT? AND SO WE ARE VERY EXCITED ABOUT THAT BECAUSE THAT WILL CONTINUALLY GROW AND BUILD CAPACITY. SO TO ANSWER YOUR QUESTION, I WILL COME BACK TO I'M GOING TO SAY THE WRITING, THE ONE D IS GOING TO BE ONE WE'VE GOT TO REALLY KEEP OUR EYE ON.

BUT WE CAN'T LOSE SIGHT OF WHERE OUR SECOND GRADERS ARE COMING OUT OF THAT GRADE LEVEL AND HOW STRONG THAT LEVEL OF MASTERY IS.

SO THAT 90% SENTENCE FLUENCY, THAT'S AGGRESSIVE, BUT THAT'S GOING TO GET US WHERE WE NEED TO GO. OKAY.

AND THEN I THINK YOU ANSWERED. MY NEXT THOUGHT IS WITH THE CHANGE IN SOME OF THESE TESTS AND THINGS WE HAVE A PLAN TO INFORM THE PARENTS OF WHERE THEIR BENCHMARKING AND ALL THAT THROUGHOUT THE YEAR.

SO THAT BECAUSE THAT CHANGE AND THAT, AND I THINK I HEARD YOU JUST EXPLAIN THAT.

YES. SO FOR OUR DCFAS IS WHAT WE CALL THEM TO HELP PARENTS REALLY UNDERSTAND, WE ACTUALLY SHARE THAT INFORMATION WITH THE PARENTS.

THE TEACHERS HAVE THAT A PART OF THEIR GRADING PROCESS.

SO THE PARENTS ARE AWARE, THEY CAN SEE IT ON PARENTS SQUARE AND OR THE SELF-SERVE TO SEE HOW THE STUDENTS ARE DOING WITH THOSE ASSESSMENTS.

ANOTHER THING THAT WE ALSO TRY TO HELP TEACHERS DO AND SHARE WITH THEIR PARENTS IS HOW TO REALLY LOOK AT THE DATA AND REALLY UNDERSTAND HOW TO SUPPORT THEIR TEACHERS AND PARENTS AND STUDENTS ON HOW TO REALLY HELP THEM WITH THAT WORK.

[00:45:02]

SO WE JUST GIVE SHORT CYCLE PRACTICE THAT THEY CAN DO ALL THROUGHOUT THE YEAR, AND THEY CAN TAKE THAT HOME AND SHARE IT WITH THEIR PARENTS AS WELL. COOL.

I LOOK FORWARD TO SEEING THE RESULTS.

THANK YOU. WE ARE TOO.

I JUST HAVE ONE QUESTION.

I NOTICE AS WE LOOK THROUGH LIKE THE PLAN AND THE STRATEGIC ADJUSTMENTS LOOKING INTO NEXT YEAR, THERE ARE SEVERAL THAT SAY LIKE INCREASE IMPLEMENTATION, INCREASE SUPPORT. ADJUST SUPPORT AND EXPAND LAB SCHOOL.

SO HOW WILL THE RESOURCES THAT YOU HAD THIS YEAR NEED TO CHANGE FOR NEXT YEAR IN ORDER TO IMPLEMENT THIS AMBITIOUS PLAN? GREAT QUESTION. THAT IS A GOOD QUESTION. SO AS FAR AS RESOURCES GO, I WOULD SAY OUTSIDE OF MAYBE HEADPHONES WE HAVE THE RESOURCES THAT WE NEED TO BE ABLE TO INCREASE THE STUDENT OUTCOMES THAT WE'RE AFTER.

IT'S THE TRAINING, HOW TO USE THE TOOLS, HOW TO USE THEM APPROPRIATELY.

AND I'M A BIG FAN OF NOT CHANGING THINGS FREQUENTLY, BECAUSE WHAT TEACHERS WILL TELL YOU IS I JUST GOT USED TO USING THIS, AND THEN YOU CHANGED IT ON US AND I GOT TO LEARN A WHOLE NEW PROGRAM.

WELL, EVERY TIME WE CHANGE A PROGRAM, THAT MEANS EVERY TEACHER IN THE DISTRICT HAS TO BE TRAINED, AND EVERY NEW TEACHER COMING ON THE NEXT YEAR HAS TO BE TRAINED.

SO WE'RE ON LIKE YEAR 2 OR 3 OF THEM HERE.

THIS IS JUST YEAR ONE YEAR.

SO THIS WILL BE OUR NEXT YEAR BECAUSE WE'VE HAD ICE STATION, WHICH IS EMBEDDED IN IT, BUT IT'S STILL A LITTLE DIFFERENT. SO WE'VE HAD THAT. AND THEN THE IS NOW YEAR THREE ISH GOING ON FOR SO WE'VE GOT CONSISTENCY IN THAT AREA.

SO THE RESOURCES, I THINK WE'RE OKAY.

THE STAFF DEVELOPMENT RESOURCES.

I WILL BE REALLY HONEST, THE RL TEAM IS OUTSTANDING.

AND I WOULD PUT ANY OF THOSE COACHES AND COORDINATORS AND DIRECTORS, OUR EXECUTIVE DIRECTOR IN FRONT OF ANY OF THE MULTILINGUAL CAMPUSES THAT NEED SUPPORT.

WE CAN HANDLE IT IN-HOUSE. I DON'T THINK WE HAVE TO OUTSOURCE MUCH OUTSIDE.

I WOULD SAY IN SOME AREAS WE DO NEED THAT SUPPORT, LIKE IN MULTILINGUAL, AND WE'LL CONTINUE TO PARTNER WITH OUR OUTSIDE COHORT WITH MISS CARLENE THOMAS AND THOSE COACHING CYCLES.

WE WILL CONTINUE WITH MATT POPE AND HIS WORK THAT HE'S BEEN DOING.

SO THERE'S STILL SOME THINGS THAT WE'LL DO THAT ARE OUTSIDE RESOURCES THAT THAT MIGHT BE AN AREA OF SUPPORT THAT THE BOARD COULD ENSURE THAT WE CAN PROVIDE FUNDING FOR.

BUT OUTSIDE OF THAT, I THINK MAYBE THE HEADPHONES IS THE ONE AREA FOR US TO.

THE MICROPHONES THEY HAVE. THEY HAVE MICROPHONES FOR FOR THE FOR THE FOR THE PUBLIC THAT IS LISTENING. WE WILL BE ASKING FOR HEADPHONES FOR THE, FOR THE 2627 SCHOOL YEAR.

YEAH. WITH THE MICROPHONES AND NO EARBUDS.

OH YEAH. WITH THE MICROPHONE AND NO EAR OVER THE EAR.

SO IN CASE OUR COMMUNITY WAS WONDERING, WE'LL HAVE AN AMAZON WISHLIST FOR HEADPHONES TO BE DELIVERED TO CENTRAL OFFICE TO BE DISBURSED TO OUR SCHOOLS.

WE KNOW WHICH ONES. THEY ARE VERY SPECIFIC TYPE OF HEADPHONES.

YES, YES. I FEEL KAREN'S NOT HERE TONIGHT, BUT I FEEL A SOCIAL MEDIA CAMPAIGN COMING ON.

DID YOU KNOW THE IMPORTANCE OF HEADPHONES? YES. YES. OKAY. BOARD MEMBERS, ANY ADDITIONAL QUESTIONS OR COMMENTS? WELL, I WANT TO THANK YOU GUYS FOR THE REPORT.

IT'S INCREDIBLY HEARTWARMING TO SEE THE INTENTIONALITY BEHIND THE WORK THAT'S GOING IN TO MEETING THESE GOALS.

OBVIOUSLY YOU GUYS LOVE IT. I THINK YOU SHOULD HAVE SOME POMPOMS OR SOMETHING WITH YOURSELVES. AND SO THIS IS VERY, I, THE STRUCTURE IS CONTINUING TO REALLY BRING THINGS TO LIGHT. AND EVEN MORE THAN THE WORDS ON THE PAGE IS THE WORDS THAT YOU GUYS SAY, BECAUSE I HAD NOTES ALL OVER MINE AND THEN I WAS LIKE, WELL, THEY ANSWERED THAT ONE AND THEY ANSWERED THAT ONE. SO SOME OF THE, I GUESS IT WOULD BE TECHNICAL QUESTIONS AND THE TACTICAL QUESTIONS YOU GUYS ANSWER THROUGH THE VERBIAGE THAT YOU USE.

SO I THINK THAT'S VERY HELPFUL. MY ONE PERSONAL REQUEST IS SOMETIMES I GET LOST IN WHAT GRADE LEVELS YOU'RE SUPPORTING.

AND SO IT FEELS VERY BROAD, LIKE WE'RE DOING PROFESSIONAL DEVELOPMENT, BUT THE GOALS THIRD GRADE.

AND SO I'M JUST TRYING TO UNDERSTAND LIKE HOW TARGETED THE PROFESSIONAL DEVELOPMENT IS.

IS IT KINDER THROUGH THIRD? IS IT ALL THE WAY TO FIFTH GRADE? LIKE KIND OF THAT? WE DON'T NEED TO ANSWER THAT NOW. BUT JUST THINKING FORWARD, THAT WAS THE ONE THING THAT I, I, I JUST WAS LIKE, WHAT GRADE IS ACTUALLY GETTING THIS SUPPORT? GOT IT. SO AND THAT MIGHT HELP IF WE WEREN'T DOING ALL THE GPMS TOGETHER.

BECAUSE IF WE WERE JUST DOING THE FIRST GRADE GPM, THEN THESE INSIGHTS WOULD JUST BE FOR FIRST GRADE.

SO IT WOULD PROBABLY REALLY CONNECT TO THAT.

SO MAYBE THAT'LL HELP US FOR NEXT YEAR. SURE. ABSOLUTELY.

ALL RIGHT. ANY ADDITIONAL COMMENTS? ALL RIGHT.

THANK YOU VERY MUCH. THANK YOU. EXCELLENT WORK.

ALL RIGHT. WE'RE MOVING ON TO ITEM THREE B WHICH IS OUR FACILITIES CONDITION.

[3.B. Facilities Condition Update: Plumbing, Roofing, and Critical Infrastructure Strategic Use of Remaining 2018 Bond Funds]

THANK YOU, PRESIDENT HATFIELD.

TRUSTEES. DOCTOR ELDRIDGE I'M I'M SORRY TO SAY I DON'T HAVE ANYTHING AS STIMULATING AS LESSON INTERNALIZATION TO DISCUSS, BUT LOTS OF NUMBERS IN HERE.

[00:50:05]

SO NOW THAT I'VE HAD A LITTLE FUN AT MIS HOLCOMB'S EXPENSE.

THANK YOU, MA'AM. IT'S JUST INTUITIVE RIGHT THERE.

SHE'S GOING TO PASS THOSE OUT FOR ME.

SO TONIGHT, AS YOU SHARED, WE'RE GOING TO TALK THROUGH 2018 BOND RESIDUALS. AND I WANT TO MAKE A POINT HERE.

PEOPLE MAY BE GOING, WHY ARE YOU TALKING ABOUT 2018 BOND? IT'S 2026.

WE SEE BI MONTHLY REPORTS ON THE 2023 BOND.

AND SO WE HAD SOME MONEY LEFT OVER FROM THE 2018 BOND.

DATING BACK. THE BOND PASSED IN NOVEMBER OF 2018.

IT WAS $350 MILLION BOND.

WE DID THE WORK. WE COMPLETED THE PROJECTS.

IT WAS PROMISES MADE, PROMISES DELIVERED.

SEPTEMBER 22ND IS WHEN THE BOND OVERSIGHT COMMITTEE DECLARED THAT WE AS A DISTRICT FULFILLED THE EXPECTATIONS, THE INTENTIONS THAT THE VOTERS APPROVED WITH THAT VOTE. ABOUT A YEAR AND A HALF AGO, NOVEMBER OF 24, IS WHEN WE IN A WORK SESSION REVIEWED WITH YOU ALL, A PROJECT LIST TO HELP US WORK THROUGH THE REMAINING RESIDUALS FROM THAT 2018 SPEND.

AND SO HERE WE ARE TONIGHT AGAIN, LOOKING THROUGH THE PROJECT LIST TO ASSIST WITH THE FINAL SPEND OF THESE BOND RESIDUALS.

NOW THAT SLIDE ON THE SCREEN IS A LITTLE SMALL, BUT THOSE ARE THE JUMBO SIZED TABLOID SHEETS THAT YOU'VE GOT THERE AT YOUR AT YOUR TABLE.

WHAT YOU'RE LOOKING AT, THAT'S WHAT WE HAVE LOOKING TO PREPARE FOR THIS DEEMED AS THE, THE PHASE ONE.

THAT IS THE LIST THAT WE LOOKED AT IN NOVEMBER OF 24.

AND IF YOU SEE THE BLUE LINE, FIRST OF ALL, LOOK AT COLUMN G, THAT'S THE BOARD RANKING IN NOVEMBER, NOVEMBER 14TH OF 24.

THAT IS THE RANKING. WE BROUGHT YOU THIS ENTIRE LIST.

THAT IS WHERE THE RANKINGS LANDED AT THE END OF THE OF THE WORK SESSION.

WE DREW A LINE AT LINE 23 JUST THERE AT THE CREEKVIEW HIGH SCHOOL ELEVATOR REPLACEMENT.

THAT IS WHERE WE WENT WITH COREY AND BOBBY AND CONSTRUCTION AND FACILITIES AND DETERMINED WE WANTED TO STOP THERE TO ENSURE THAT WE HAD THE FUNDING IN PLACE TO COMPLETE THE PROJECTS. SO THAT BLUE LINE THERE DESIGNATES WHERE WE STOPPED.

AS YOU CAN SEE, MOST OF THOSE PROJECTS ARE COMPLETE.

THERE'S A COUPLE THAT ARE STILL IN PROGRESS.

AND YOU'LL ALSO SEE BELOW THAT BLUE LINE, YOU'RE LIKE, MAN, YOU JUST TOLD US THAT EVERYTHING THAT'S GREEN, YOU COMPLETED AND YOU STOPPED AT THE BLUE LINE. WELL, WE REDISTRIBUTED FUNDS ON THOSE GREEN THAT ARE THERE BELOW THAT BLUE LINE. WE WERE ABLE TO MOVE SOME OF THE FUNDING AROUND, WHETHER IT WAS CONSTRUCTION FACILITIES, SECURITY.

SO NOT ONLY WERE WE ABLE TO COMPLETE THE, THE ITEMS ABOVE THAT BLUE LINE, WE WERE ALSO ABLE TO GET CREATIVE IN SOME OF OUR SPENDING AND, AND MOVE FUNDS AROUND TO COMPLETE MORE THINGS ON THAT LIST THAN JUST THAT.

SO I'M ABOUT TO GO PABLO PICASSO ON YOU HERE, BEAR WITH ME FOR A SECOND, BECAUSE THERE'S GOING TO BE A COLOR SPLASH.

THAT IS THE SAME SHEET.

BUT WHAT WE HAVE DONE, EVERYTHING THAT IS IN YELLOW, THOSE ARE THE THINGS THAT WE ARE PROPOSING.

TONIGHT, THAT'S THE LIST THAT WE BROUGHT FORWARD TO CONTINUE WITH AS PHASE TWO.

THOSE IN THE RED, THOSE ARE THINGS THAT WE SIMPLY DON'T HAVE THE REMAINING FUNDS TO COMPLETE. AND SO STARTING THERE AT, AT LINE 24, I WILL WORK MY WAY DOWN.

THIS IS AGAIN, IS, IS THE RATING ORDER IN WHICH WE RECEIVE THEM AND WHERE WE STOPPED IN NOVEMBER. THE LED REPLACEMENTS YOU CAN SEE THERE THAT'S AT CREEKVIEW WORKING DOWN, IT'S AT SMITH, TURNER BLAYLOCK, POLK RANCH VIEW AND BUSH, ALL OF THOSE LED REPLACEMENTS.

WE, WE OBTAINED NEW ESTIMATES ON THOSE.

AND SO YOU CAN SEE THERE THE NEW ESTIMATES AND THEY'RE CONSIDERABLY LOWER, ABOUT $1.3 MILLION LOWER.

THAT IS ONE OF THE AREAS THE SPORTS LIGHTING LEDS.

THAT'S ONE OF THE AREAS ACTUALLY WHERE PRICES KIND OF DO TREND DOWNWARD, EVERYTHING ELSE ESCALATES, BUT THAT'S SO COMPETITIVE. AND THE, THE, THE MARKET CHAIN IS, HAS STABILIZED SO MUCH, BUT THAT HAS DECREASED.

AND SO THE ESTIMATES ON THOSE LED REPLACEMENTS ARE LESS CONSIDERABLY LESS THAN THEY WERE THE STANDARD STADIUM SCOREBOARD LINE 25.

THIS WAS A YEAR AND A HALF AGO.

WE HAD AN ESTIMATE OF $750,000.

THAT ESTIMATE IS DOUBLED IN THAT TIME.

AND AS A REMINDER, THAT IS WE JUST HAD A GAME AT STANDRIDGE IN NOVEMBER.

WE WERE HOSTING A PLAYOFF GAME BETWEEN COPPELL AND RICHARDSON HIGH SCHOOL.

LIGHTNING CAME IN SCOREBOARD AT THE BOTTOM OF THE BOARD.

WENT ON THE FRITZ. WE COULDN'T GET IT LIT UP. THE REFEREES WERE KEEPING TIME ON STOPWATCHES. COACHES DIDN'T KNOW DOWN IN DISTANCE.

PLAYERS DIDN'T KNOW THE PLAY CLOCK.

IT WAS, IT WAS SOMETHING.

[00:55:01]

AND SO THIS WOULD BRING ALL THREE INTO ONE.

LINE 26 INITIALLY THERE WAS $290,000 WORTH OF HVAC EQUIPMENT AND CONTROLS THAT WE HAD BROUGHT TO YOU IN 24 FOR THE FOR THIS BUILDING HERE.

BUT IN THE PROCESS SINCE THEN, WE'VE HAD SOME LEAKS AND SOME DIFFERENT ISSUES COME UP AND THE ROOF, YOU SEE THAT SCOPE CHANGE FROM 290 TO 1.88.

THAT IS A SCOPE CHANGE FOR THE ROOF.

THIS IT ALSO INCLUDES THE, THE ORIGINAL WITH REGARD TO THE HVAC, BUT THIS ROOF IS 20 YEARS OLD, ABOUT 22 YEARS OLD.

IT'S EXCEEDED ITS WARRANTY.

THERE ARE MULTIPLE AREAS OF FAILURE.

THERE'S BUBBLING, CRACKING, BLISTERING THERE'S EROSION AROUND THE CURBS, WHERE THE ROOFTOP UNITS ARE.

AND SO TO REPLACE THE ROOFTOP UNITS, WHICH WE NEED TO DO, IT JUST WOULDN'T MAKE SENSE TO REPLACE THOSE AND NOT TOUCH THE ROOF.

ALSO, AS WE SAW EARLIER WITH THE A V ON THE DISPLAYS HERE AND THE APPROVAL FOR THE THE AUDIO VISUAL SYSTEM HERE, IF WE DID THAT AND DID NOT DO THE ROOF AND THE ROOFTOP CALIBRATION COULD BE THROWN OFF.

SO ALL OF THOSE THINGS NEED TO TAKE PLACE AT THE SAME TIME.

LED MOVING DOWN TO THEIR SPORTS FIELD AGAIN.

WESLEY BUILDING. THERE'S NO FUNDING IN THERE. THERE'S THERE'S NOT ENOUGH WITH THAT ESTIMATE. THE IRRIGATION THAT'S A PHASE TWO AND I'M GOING TO RECOMMEND SOMETHING HERE IN A SECOND ON THE NEXT SLIDE.

AND THEN AT THE VERY BOTTOM, THAT'S THE NEW ITEM.

WE DID NOT HAVE THAT ON HERE IN 2024 WHEN WE TALKED WITH YOU ABOUT THESE.

AND THAT IS GOOD. AND LAS COLINAS, THAT'S REPURPOSING THE EXISTING ROOFTOP UNITS FROM MCCOY ELEMENTARY FOR KNOW ELEMENTARY AND FARMERS BRANCH ELEMENTARY.

THAT IS A $3.2 MILLION REQUEST THERE.

AND THAT CAME UP, OBVIOUSLY THOSE CAMPUSES WERE FUNCTIONING IN 2020 FOR FOR FARMERS BRANCH IS ABOUT TO UNDERGO CONSTRUCTION.

BUT THAT WOULD ALLOW US TO THE, THE COST OF THOSE THERE'S 14 TO 16 YEARS IS IS THE AGE OF THE THE ROOFTOP UNITS AT GOOD AND AT LAS COLINAS.

AND REPURPOSING THOSE WOULD BE ABOUT $3.2 MILLION.

THAT'S A COST THAT IMMEDIATELY WOULD SAVE US ANYWHERE FROM JUST SOUTH OF $100,000 A YEAR TO JUST NORTH OF $200,000 A YEAR, WHETHER IT'S REPAIR EFFICIENCY CONTROLS, ETCETERA, ENERGY USAGE, UTILITY CONSUMPTION ON THOSE UNITS.

THAT'S ALSO SOMETHING THAT IF WE WERE TO WAIT AND JUST CYCLE OFF OF THIS AND REPLACE THESE THE TRUE COST FOR MARKET RIGHT NOW WOULD BE A LITTLE MORE THAN $3 MILLION A GOOD ELEMENTARY AND A LITTLE UNDER $4 MILLION AT LAS COLINAS ELEMENTARY.

SO REPURPOSING THOSE UNITS WOULD SAVE AT LEAST HALF OF THAT COST THERE IF WE WERE TO DO THAT NEW, OBVIOUSLY, THE, THE RESIDUALS THAT WE HAVE REMAINING, THERE'S $6.7 MILLION IN THE RESIDUALS THAT WE HAVE REMAINING.

THAT LIST THAT I JUST SHOWED YOU.

7.9. I'M NOT A MATH GUY, BUT I DO KNOW THAT THAT'S THE WRONG SIDE OF $1.2 MILLION. AND SO THESE ARE THE RECOMMENDATIONS THAT WE ARE BRINGING TO YOU WITH REGARD TO THE, TO THE FINAL SPEND, IF YOU WILL, OF THE 2018 FUNDS. THE ROOFTOP UNIT REPURPOSED FOR GOOD AND LOS COLINAS HVAC, ROOF REPLACEMENT AND PLUMBING HERE IN THIS BUILDING AND THE VIDEO BOARD, SCOREBOARD AND AUDIO AT STANDRIDGE.

THOSE THREE COMBINED FOR $6.58 MILLION.

AND AGAIN, THAT KEEPS US UNDER THE SEVEN, $6.7 MILLION THAT'S THERE.

IF THOSE COME IN UNDER IF ANY OF THESE PROJECTS THAT ARE CURRENTLY IN PROGRESS COME IN A LITTLE UNDER AND WE HAVE SOME REMAINING FUNDS, WE WOULD THEN RECOMMEND GETTING INTO THE LED REPLACEMENTS AT THOSE CAMPUSES AS, AS THEY BECOME AVAILABLE IF THERE ARE FUNDS REMAINING WHEN WE CLOSE EVERYTHING OUT.

AND SO THAT IS AN OVERVIEW OF HOW WE GOT HERE, WHERE WE ARE AND THE PRICING AND OUR AND OUR RECOMMENDATIONS.

SO IF YOU HAVE ANY QUESTIONS AT ALL, WE CAN JUMP INTO THEM.

BOARD MEMBERS QUESTIONS.

MR.. JUST FOR CLARIFICATION ON HOW THE WHOLE BONDS WORK, YOU USE IT AND YOU GOT TO USE IT ON PROJECTS.

YOU CAN'T PAY DOWN THE DEBT, CAN YOU? CORRECT. YES, SIR. OTHER QUESTIONS? I THINK THAT PERSONALLY, I THINK THIS IS LIKE IT'S GREAT TO SEE

[01:00:01]

AND OF COURSE, I'M SURE HVAC IS NOT GOING TO GO DOWN BETWEEN NOW AND WHENEVER THE NEXT BOND DECIDES TO BE CALLED.

ONE REQUEST I DO HAVE IS I THINK THE ATHLETICS, THIS IS JUST IN GENERAL, I'M NOT 100% SURE WHERE WE ARE ON LIKE WHAT'S BEEN REPLACED AND WHAT HASN'T IN GENERAL.

SO WE HAVE LIKE LEDS AT SOME PLACE, SOME SPORTS FIELDS, WE HAVE TRACKS REPLACED, WE'VE HAD TURF PUT IN.

AND SO IT'S KIND OF ALL MUDDLED.

SO I GUESS I JUST WONDER IF, I DON'T KNOW, MAYBE IT IS AN APPROPRIATE BOARD. YOU CAN HELP ME UNDERSTAND LIKE WHAT IS THE LIST OF EVERYTHING REMAINING ON ATHLETICS THAT IS IN A PLAN? JUST BECAUSE IT FEELS LIKE WE TALK A LOT ABOUT REPLACING THINGS AND FOR THE BENEFIT OF THE PUBLIC UNDERSTANDING, THE 2018 BOND HAD ATHLETICS IN IT.

AND MR. MOORE, YOU CORRECT ME IF I'M WRONG.

AFTER THAT, THERE WAS LEGISLATION THAT PASSED THAT ATHLETICS HAD TO BE PULLED OUT AS A SEPARATE. WHAT'S THAT CALLED? YES, MA'AM. PROPOSITION. PROPOSITION. OUR 2018 BOND PASSED AND THEN IN 2019.

AND YOU WERE RIGHT. IT DID HAVE A ALLOCATIONS FOR ATHLETICS.

AND THEN IN 2019, LEGISLATION WAS PUT INTO PLACE WHERE IN ORDER TO HAVE A BOND SPUN BOND FUND SPENT ON ATHLETICS, THERE HAD TO BE A A STANDALONE PROPOSITION FOR STADIUMS AND CERTAIN AMENITIES IF THE CAPACITY WAS A THOUSAND OR MORE.

AND SO THAT IS WHERE THIS IS THE LAST FUNDING THAT WE HAVE AVAILABLE TO SPEND WITHOUT GOING FOR A STANDALONE PROPOSITION IN ORDER TO DO THIS TYPE OF A WORK.

AT STANDRIDGE OKAY. THANK YOU.

SO FOR THE PUBLIC, WHEN YOU LOOK AT THIS LIST, THE BOARD IN 2024 CHOSE TO PRIORITIZE HVACS AND ELEVATORS AND THEN STARTED GOING AFTER THE ATHLETIC PIECES BECAUSE AS WE CHIP AWAY AT THE EXTRA MONEY, IF WE CAN GET ATHLETIC THINGS IN UNDER THAT PACKAGE THAT BENEFITS US AND THE TAXPAYERS AND KEEPS OUR FACILITIES IN WORKING ORDER FOR OUR KIDS.

BUT THE HVAC WAS LIKE CRITICALLY IMPORTANT.

LIKE WE GOT TO HAVE AC IN THE BUILDINGS.

OTHERWISE, WE'RE GOING TO HAVE VERY UPSET TEACHERS AND STAFF AND STUDENTS.

SO I THINK THIS REALLOCATION TO HVAC MAKES SENSE TO ME.

WHAT DO YOU GUYS THINK? YEAH. GO AHEAD. NO, I JUST WANT TO SAY YES.

ABSOLUTELY. IT MAKES SENSE TO DO THE REALLOCATION AND TO REUSE THOSE HVAC FROM THE OTHER SCHOOLS. I THINK IT'S ACTUALLY KIND OF PHENOMENAL HOW FAR YOU'VE BEEN ABLE TO MAKE THIS MONEY GO. I FEEL LIKE, WOW, WE STILL HAVE MONEY TO GO IN THE 2018 BOND. SO THAT'S, THAT'S IMPRESSIVE.

SO I APPRECIATE THAT. I APPRECIATE YOUR THOUGHTFULNESS AND GOING INTO ALL THESE PROJECTS, AND I APPRECIATE THE BOARD BEING SO SUPPORTIVE IN GETTING IT DONE.

SO THANK YOU. YOU BET.

ABSOLUTELY. AND HATS OFF TO COREY AND BOBBY SHAW.

THEY THEY ARE MASTERFUL IN ALL OF THIS AS WELL.

ANY OTHER QUESTIONS, MR. BENAVIDES? MR. MOORE, I WAS GOING TO ASK ABOUT REPURPOSING THE HVAC.

IS 3.3.2040. YES, MA'AM.

NOW, THE AGE OF THOSE UNITS, YOU SAID THEY HAVE THE ANOTHER 14 TO 16 YEARS. THE ONES THAT ARE CURRENTLY AT LAS COLINAS AND.

GOOD. THEY ARE 14 TO 16 YEARS.

THE ONES THAT WE WOULD REPLACE THEM WITH ARE ABOUT THREE YEARS OLD.

SO THERE'S STILL SEVEN YEARS REMAINING ON THE EXISTING WARRANTY ON THOSE THAT WE ARE THAT WE WOULD REPLACE. AND AREN'T THE FARMERS BRANCH UNITS NEWER THAN THE OTHERS? THEY WERE ALL THE MCCOY FOR KNOW AND FARMERS BRANCH WERE ALL DONE WITHIN A YEAR OR TWO OF EACH OTHER WITH THE 18 FUNDS.

OKAY. THANK YOU. YES, MA'AM.

MISS BARNES, SHE ANSWERED IT.

OKAY. ANY OTHER QUESTIONS? ALL RIGHT. SO WITH THIS INFORMATION, IS THIS A AN ACTION ITEM YOU'RE CONSIDERING FOR THE JUNE MEETING? YES, MA'AM.

NOTHING FOR TONIGHT. JUST CONSIDERATION FOR YOU ALL TO TO LOOK AT AND AND BRING BACK TO YOU IN JUNE. SO BOARD MEMBERS, AS YOU KIND OF MULL THROUGH THIS IN YOUR MIND, IF YOU HAVE ANY ADDITIONAL QUESTIONS COME UP, FEEL FREE TO EMAIL THEM TO DOCTOR ELDRIDGE. AND THEY WILL ANSWER QUESTIONS, BUT I WOULD ANTICIPATE THAT YOU WOULD SEE THIS AS AN AGENDA ITEM IN JUNE.

AND SO IT'LL BE IMPORTANT THAT IF YOU HAVE ANY QUESTIONS TO BE THINKING OF THOSE BETWEEN NOW AND WHEN THAT MEETING IS POSTED SO THAT WE CAN MAKE SURE WE GET YOUR QUESTIONS ANSWERED. AND THEN OF COURSE, WE CAN ANSWER THEM DURING THE MEETING. IF THERE ARE SPECIFIC QUESTIONS, WE CAN ALSO PULL IT OFF A CONSENT OR DO IT IN THE PRE-MEETING OR HAVE IT AS AN ACTION ITEM FOR YOU TO GET MORE INFORMATION.

ALL RIGHT. THANK YOU, MR. MOORE, VERY MUCH. AND THANK YOU TO THE CONSTRUCTION TEAM FOR THINKING SO THOUGHTFULLY ABOUT THESE RESIDUAL FUNDS.

ALL RIGHT, BOARD MEMBERS, DO WE NEED A SHORT BREAK? EVERYBODY GOOD? EVERYBODY'S GOOD.

OKAY, HERE WE GO. FOR THOSE OF YOU THAT WOULD LIKE TO GO HOME AT THIS POINT.

[01:05:05]

ALTHOUGH YOU ARE ALWAYS ALL WELCOME TO STAY FOR AS LONG AS YOU WOULD WISH.

OUR NEXT ITEM IS ITEM THREE C, WHICH IS OUR STAFFING STUDY PRESENTATION.

[3.C. Staffing Study Presentation]

WE WANTED TO SEE WHERE WE ARE AS FAR AS SINCE WE ARE DECLINING IN ENROLLMENT, WHAT IS OUR STAFFING RATIO IN EVERY DEPARTMENT, OUR CAMPUSES. AND I KNOW YOU SPENT A LOT OF TIME INTERVIEWING THE DEPARTMENTS.

I KNOW YOU'LL TALK ABOUT THAT.

AND SO THESE ARE THE RESULTS FROM AND YOU CAN GIVE THE TIMELINE OF HOW LONG IT TOOK YOU TO DO THIS. BUT THIS IS A VERY IMPORTANT REVIEW FOR US AS A SCHOOL DISTRICT, BECAUSE WE WANT TO MAKE SURE THAT WE ARE BEING FISCALLY RESPONSIBLE TO OUR COMMUNITY TAXPAYERS THAT WHERE DO WE NEED TO WATCH WHAT WE'RE DOING AND HIRING AND, AND YOU KNOW, WHO, WHO DO WE NEED MORE? AND WHAT DO WE NEED TO REALLY LOOK AT? SO WITH THAT, I JUST CAN'T WAIT TO HEAR YOUR PRESENTATION.

SO TAKE IT AWAY. THANK YOU ALL.

GOOD EVENING EVERYBODY. AND IT'S A PLEASURE TO BE HERE AND Y'ALL'S DISTRICT TO PROVIDE THE RESULTS OF THE STAFFING REVIEW THAT I CONDUCTED BACK OVER APRIL, MAY BASICALLY END OF MARCH, I GUESS WAS WHEN WE KICKED IT OFF AND COLLECTED THE INFORMATION.

IT CAME IN A LITTLE BIT LATE, SO WE WERE TRYING TO GET IT ALL DONE.

SO Y'ALL CAN USE IT FOR YOUR PURPOSES AS YOU'RE MOVING FORWARD INTO THE NEXT SCHOOL YEAR, KNOWING THAT YOU CAN'T ACCOMPLISH ALL THE RECOMMENDATIONS BY NO MEANS.

BUT AT LEAST YOU'VE GOT SOME GOOD DATA, HOPEFULLY TO HELP YOU MOVE FORWARD.

SO THE REVIEW ITSELF, IT ENTAILED A COLLECTION OF DATA.

AND SO THERE WAS STAFF DATA.

THERE WERE QUESTIONNAIRES THAT WERE SENT TO THE PARTICIPANTS. ONCE THE PARTICIPANTS WERE DETERMINED FOR THE DISTRICT, AND THEN VIRTUAL INTERVIEWS WERE CONDUCTED AFTER THAT, WHERE WE TALKED ABOUT JUST THE INFORMATION THAT THEY SUBMITTED.

IF THERE WERE ANY CLARIFYING QUESTIONS, I ALWAYS LIKE TO LET THE STAFF KNOW HOW I USE THE DATA THAT THEY PROVIDED, AS WELL AS HOW DO I LOOK AT THEIR PARTICULAR AREA TO REVIEW IT. AND I'LL GIVE YOU ALL SOME INFORMATION ON THAT JUST SHORTLY.

THEN THERE WAS AN ANALYSIS OF THE INFORMATION.

PART OF THAT IS PEER COMPARISONS.

THE OTHER PART IS BENCHMARK COMPARISONS THAT I DO.

AND THEN FROM THERE I BUILD A REPORT WHERE I GO THROUGH WITH ANALYZING ALL THE DIFFERENT DEPARTMENTS AND CAMPUSES, AND THEN ALIGNING INFORMATION WITH THE BENCHMARKING BASED ON THE INFORMATION, WHETHER IT'S OUR COMMON PRACTICE IN TEXAS BENCHMARKING THAT WE HAVE, WHETHER IT'S THE PEER COMPARISONS USING THE HR SERVICES SALARY SURVEY DATA, WHICH I'LL TALK ABOUT FURTHER IN JUST A FEW MINUTES. WE USE ORGANIZATIONAL STANDARDS AS WELL.

BUT USING ALL OF THAT INFORMATION TO DO THE COMPARISONS AND THEN ADDRESSING THE NEEDS AND IDENTIFYING ANY SAVINGS THAT COULD COME ABOUT BECAUSE OF THE ALIGNMENT OF THE BENCHMARKING AND IDENTIFYING THE VARIANCES THAT WERE REVEALED THROUGH THE STUDY.

SO BENCHMARKING ITSELF, WHY DO YOU BENCHMARK? YOU KNOW, IT GIVES YOU A GOOD LOOK AT YOURSELF.

ESPECIALLY AS DOCTOR ELDRIDGE SAYS, WITH THE DECLINING ENROLLMENT, IT'S GOOD TO TAKE A STEP BACK AND DO AN ANALYSIS OF THE DIFFERENT AREAS POSITIONS ACROSS YOUR DISTRICT AND DOING IT AS A WHOLE IS EXTREMELY IMPORTANT BECAUSE YOU DON'T WANT TO CHERRY PICK CERTAIN AREAS OR THINK THAT YOU KNOW, WHAT'S HAPPENING IN ONE AREA OR SO FORTH.

SO IT WAS GOOD THAT IT WAS A FULL REVIEW WHERE WE GOT TO LOOK AT THE DISTRICT AS A WHOLE WITH ALL THE POSITIONS ACROSS THE DISTRICT.

WHAT BENCHMARKS WERE USED IN THIS ANALYSIS? AS I SAID, I DID SOME PEER COMPARISONS USING THE HR SERVICES SALARY SURVEY.

WE HAVE THE ORGANIZATIONAL STANDARDS AS AN EXAMPLE, THE APA, WHICH IS THE ASSOCIATION OF PHYSICAL PLANT ADMINISTRATORS TO DO ANALYSIS OF CUSTODIAL STAFFING, MAINTENANCE, STAFFING AND GROUND STAFFING.

WE ALSO HAVE THE COMMON PRACTICE IN TEXAS, WHICH IS WHAT WE USE FOR LIKE ASSISTANT PRINCIPALS, LIKE ONE ASSISTANT PRINCIPAL FOR 450 STUDENTS OR ONE COUNSELOR FOR 350 STUDENTS AND SO FORTH, WHERE WE'VE GOT THOSE BENCHMARKS THAT WE GO THROUGH THE DIFFERENT CAMPUSES TO DO THE ANALYSIS AND THEN THERE ARE SOME STATE AVERAGES THAT WE USE. FOR INSTANCE, WHEN I'M LOOKING AT TEACHING STAFF AT THE

[01:10:02]

I DON'T COUNT THOSE STAFF.

I COUNT THE STUDENTS, BUT NOT THE STAFF.

AND THEN AT THE HIGH SCHOOL LEVEL, IT'S 22 TO 25.

BUT I'LL TALK ABOUT THAT SPECIFICALLY WHEN I GET TO THOSE AREAS.

SO DISTRICT DETAILS, FIRST AND FOREMOST, THIS WAS A SNAPSHOT.

THIS SHOWS FROM 2021 THROUGH 2425.

WHAT WAS HAPPENING AT THAT TIME? THERE WAS A 2.8 DECLINE OVER THE FIVE YEAR PERIOD.

NOW, WE KNOW THAT THIS SCHOOL YEAR, IT HAD DROPPED TO 22 666 WITH THE REPORTED NUMBER THAT I HAD. WHENEVER I COLLECTED ALL THE DATA FROM ALL OF THE CAMPUSES, THAT'S WHAT I CAME UP WITH.

THERE IS A NUMBER. THE PM STANDARD REPORT IS WHERE THE DATA OVER THE FIVE YEAR PERIOD CAME FROM. WELL IT'S NOW AVAILABLE.

AND SO IN THIS NEXT SLIDE THAT I'M GOING TO SHOW YOU OF THE PEER DISTRICTS, I ACTUALLY PULLED THE 2526 DATA.

SO YOU'RE GOING TO SEE WHAT WAS REPORTED BACK IN THE SNAPSHOT.

BACK IN THE FALL. MY DATA WAS COLLECTED FOR THE SPRING.

SO IT'S A LITTLE BIT LESS THAN WHAT IT WAS IN THE FALL.

WHAT WE DID USE WAS A 2% DECLINE IN STUDENT ENROLLMENT FOR NEXT YEAR.

AND THAT WAS BY AGING UP STUDENTS FROM KINDER TO FIRST, FIRST TO SECOND ON UP ALL THE WAY FROM 11 TO 12, AND THEN CALCULATED A 2% DECLINE IN STUDENT ENROLLMENT IN ORDER TO GET THE PROJECTIONS.

SO WE WERE USING 2001 642 AS A PROJECTED ENROLLMENT.

NOW IT'S, YOU KNOW, IT'S DIVIDED UP INTO THE DIFFERENT CAMPUSES.

AS I GO THROUGH THE DIFFERENT POSITIONS ON THOSE CAMPUSES.

BUT THAT WAS THE TOTAL NUMBER OF PROJECTED STUDENTS FOR NEXT SCHOOL YEAR.

ASK YOU A QUESTION. WHEN YOU GET INTO SOME OF THE RATIOS, ARE YOU USING THE STUDENTS FOR NEXT YEAR? YES. FOR THE. WELL, I, I ANALYZED FOR THIS YEAR.

AND THEN WHEN I'M PROJECTING STAFF FOR NEXT YEAR, I'M USING THE NEW NUMBER.

THE PROJECTED NUMBER. OKAY.

OKAY. SO IN THE REPORT YOU'LL SEE BOTH.

THERE'S COLUMNS FOR BOTH.

YOU'LL SEE EXISTING AND WHAT THE DISTRICT LOOKS LIKE AS FAR AS THE RATIO FOR THIS YEAR FOR 2526. AND THEN WHAT IT WOULD LOOK LIKE FOR 2627.

THAT'S A GREAT QUESTION.

SO MOVING FORWARD, THESE WERE THE PEER DISTRICTS.

AND LIKE I SAID, THIS PARTICULAR CHART IS HOT OFF THE PRESS.

WE HAVE, YOU KNOW, SPREADSHEETS WITH MACROS IN THEM THAT COLLECT DATA THAT WE GET THIS DATA FROM TEA AND IT ORGANIZES IT SO NICELY FOR US.

THIS PARTICULAR ONE, I HAD TO HAND DO IT BECAUSE WE DON'T HAVE OUR NEW STUFF READY.

AND LIKE I SAID, IT IS BRAND NEW DATA.

THE TEAM STANDARD REPORT HAS JUST PUT IN THE 2526 DATA.

SO YOU CAN SEE AT THAT TIME IN THE, IN THE SNAPSHOT OF THE FALL, Y'ALL WERE AT 22, EIGHT, NINE NINE.

SO Y'ALL HAD FALLEN A LITTLE BIT LESS THAN THAT HERE IN THE SPRING.

AND I ALSO WANT YOU TO TAKE NOTE OF THE PEER DISTRICTS.

WE TRY TO GET 10 TO 14 PEER DISTRICTS FOR THE COMPARISON.

NOW YOU CAN SEE THAT SOME ARE CLOSER IN THE STUDENT ENROLLMENT AND THE OTHER CATEGORIES THAN OTHERS THAT THE MAIN CATEGORY THAT I USE, I FIRST FOCUS ON ENROLLMENT.

AND THEN MY SECOND CATEGORY IS TO GO TO THE ECONOMICALLY DISADVANTAGED BECAUSE A LOT OF TIMES IT ENCOMPASSES YOUR AT RISK POPULATION.

AND SO I'M TRYING TO MATCH THE STUDENT NEEDS WITH THE DISTRICT TO DEVELOP A MIRROR, IF THAT MAKES SENSE, TO LOOK IN A MIRROR AND SAY, OKAY, WHO MIRRORS CARROLLTON-FARMERS BRANCH.

THE THE CLOSEST. AND SO I'M GOING TO SHOW YOU IN JUST A FEW MINUTES, SOMETHING THAT CAN BE DONE TO NARROW DOWN THE COMPARISON A LITTLE BIT FROM WHAT I DID HERE.

LIKE I SAID, I LIKE TO DO 10 TO 14 DISTRICTS, BUT THE DISTRICT MAY WANT TO GO A LITTLE BIT NARROWER AND THEY CAN DO THAT.

AND I CAN SHOW HOW THAT CAN BE DONE.

SO THE STRATEGIES MOVING FORWARD AFTER THIS, WE WOULD EXPECT THAT DECISIONS MADE BY DISTRICT LEADERS AND THE BOARD COLLABORATIVELY ON WHAT THESE ARE.

THERE'S SOME RECOMMENDATIONS, BUT THAT'S ALL THEY ARE.

IT'S JUST A MENU OF ITEMS. IF YOU'RE NEEDING SAVINGS FOR THE DISTRICT OR IF YOU WANT TO RIGHTSIZE SOME OF THE THINGS BASED ON WHAT THE STUDENT ENROLLMENT IS, OR BASED ON A BENCHMARKING OR BASED ON AN ORGANIZATIONAL STANDARD, THERE'S A LIST OF THINGS THAT Y'ALL ARE GOING TO BE ABLE TO LOOK AT THAT HAS, I THINK YOU GOT THE VERY LAST PAGE WITH THE COST ANALYSIS FROM THE REPORT.

AND SO YOU CAN LOOK AT WHAT IT WILL GENERATE FOR YOU IF YOU WERE TO CHOOSE TO DO CERTAIN PIECES OF IT. OF COURSE, WHAT I WANT TO MAKE SURE THAT I TELL YOU IS THAT YOU HAVE TO THINK ABOUT YOUR STRATEGIC PLAN, RIGHT? AND YOUR DISTRICT GOALS, AND THOSE ARE GOING TO SET YOUR PRIORITIES.

[01:15:02]

SO KEEP THAT IN MIND. I MEAN, I'M JUST GOING THROUGH AND WORKING WITH THE DATA AND GIVING IT TO YOU, AND THEN YOU'LL WORK COLLABORATIVELY AS TO HOW TO MOVE FORWARD WITH THE INFORMATION.

AND SO WE ALWAYS RECOMMEND REDUCTIONS THROUGH ATTRITION.

WE WOULD SAY AVOID A RIFT PROCESS AT ALL, YOU KNOW, AT ALL COST IF YOU CAN.

I KNOW THAT SOMETIMES DISTRICTS HAVE TO MOVE FORWARD WITH RIFFS.

YOU KNOW, THERE'S THE TWO DIFFERENT KINDS. THERE'S THE FINANCIAL EXIGENCY AND THE PROGRAM CHANGE THE PROGRAM CHANGE RIFF IS AN EASIER ONE THAN THE THE FINANCIAL EXIGENCY, BUT JUST SOMETHING TO THINK ABOUT MOVING FORWARD.

HOPEFULLY YOU CAN DEAL WITH THINGS THROUGH ATTRITION.

EVALUATE YOUR SECONDARY MASTER SCHEDULES.

I'M GOING TO SHOW Y'ALL IN A LITTLE BIT WHEN I GET TO THE RECOMMENDATION FOR MIDDLE SCHOOL AND HIGH SCHOOL TEACHERS, I'M GOING TO KIND OF EXPLAIN THE MASTER SCHEDULE PIECE OF THAT AND HOW THAT MASTER SCHEDULE CAN IMPACT THE WORK THAT YOU'RE DOING, BUT YOU ALSO HAVE TO CONSIDER SOME CURRICULUM AND INSTRUCTION THINGS OR SOME TEACHING AND LEARNING THINGS OR LEADERSHIP AND LEARNING THINGS THAT WERE TALKED ABOUT A LITTLE BIT EARLIER. WHENEVER YOU'RE LOOKING AT MASTER SCHEDULES, BECAUSE THEY'RE WORKING WITH THOSE PLCS AND THEY HAVE SOME VERY FOCUSED WORK THAT THEY'RE DOING. AND SO THAT CAN IMPACT THE MASTER SCHEDULE AS WELL GRADUAL IMPLEMENTATION IF POSSIBLE. I KNOW SOMETIMES YOU HAVE TO DO MORE THAN, THAN YOU WANT TO JUST BECAUSE OF WHAT YOU'RE TRYING TO ACCOMPLISH.

THE GOOD THING IS WITH GRADUAL IMPLEMENTATION YOU'VE GOT ABOUT 50% OF YOUR STAFF THAT ARE NOT GOING TO BE CONTRACTED STAFF.

SO THEY'RE GOING TO BE ON LETTERS OF REASONABLE ASSURANCE OR JUST ON EMPLOYMENT AGREEMENTS, THINGS LIKE THAT.

AND YOU CAN MAKE CHANGES IN THOSE AREAS EASIER THAN YOU CAN WITH THE INDIVIDUALS THAT YOU HAVE ON CONTRACT, AND YOU HAVE ALREADY ISSUED CONTRACTS FOR NEXT SCHOOL YEAR. SO, YOU KNOW, IT'D HAVE TO BE THROUGH RESIGNATIONS WITH YOUR CONTRACTED STAFF.

IF YOU DO ANY ADJUSTMENTS AT THIS TIME THEN UTILIZE DISTRICT AND CAMPUS STAFFING PLANS, YOU KNOW WHAT? YOU CAN ALIGN WITH THE ENROLLMENT AT EACH OF THE INDIVIDUAL CAMPUSES AND HOW YOU CAN USE THAT ALSO FOR OTHER AREAS, AUXILIARY AREAS AND SO FORTH IS IMPORTANT.

AND IT CAN ALLOW YOU TO DO AN EVALUATION MOVING FORWARD EACH AND EVERY YEAR.

IF YOU ESTABLISH WHAT THOSE BENCHMARKS OR YOU KNOW, WHAT THOSE RATIOS LOOK LIKE FOR YOU, FOR YOUR DISTRICT, AND YOU MAY MATCH MINE AND YOU MAY NOT.

AND THAT'S OKAY IF YOU DON'T, BECAUSE LIKE I SAID, IT'S YOUR PRIORITIES FOR YOUR STRATEGIC PLAN THAT'S GOING TO DRIVE WHAT THEY LOOK LIKE.

OKAY, SO SUMMARY OF FINDINGS AND OPTIONS.

AND THIS IS A VERY HIGH, HIGH, HIGH LEVEL OF SUMMARIES OF FINDINGS AND OPTIONS. SO I'M GOING TO START WITH THE CENTRAL ADMINISTRATION GROUP.

BUT I WANTED TO SHOW YOU WHAT THE PEER COMPARISON LOOKS LIKE FOR THE AREA FOR THE USING THE HR SERVICES SALARY SURVEY.

THAT IS ACTUALLY A SALARY SURVEY.

BUT IN THE PROCESS OF CONDUCTING IT, WE COLLECT FTE COUNTS.

AND SO THAT'S WHY I'M ABLE TO USE IT TO DO ANALYSIS WITHIN THE CENTRAL ADMINISTRATION STAFF. SO IT'S LIMITED TO THE 165 JOB CATEGORIES THAT WE HAVE.

I MEAN, NOT EVERY POSITION IN EVERY DISTRICT IS GOING TO BE FOUND ON THAT SALARY SURVEY.

SO KEEP THAT IN MIND AS WE GO THROUGH IT.

BUT WHAT WE ARE MATCHING IS YOUR DISTRICT INFORMATION TO YOUR PEER DISTRICT INFORMATION. SO AND I'M NOT I DON'T MEAN TO PICK ON CHILD NUTRITION HERE OR, YOU KNOW, THE NUTRITION SERVICES OR ANYTHING, BUT IT WAS JUST A GOOD ONE TO SHOW YOU HOW KIND OF WHAT IT LOOKS LIKE WITH JUST LOOKING AT THAT ONE POSITION. AND SO FOR DISTRICT CHILD NUTRITION SUPERVISOR THERE, CARROLLTON-FARMERS BRANCH REPORTED FOR WHERE THE AVERAGE OF THE PEER DISTRICTS WAS 2.1.

AND THAT NUMBER IS DETERMINED BY ADDING UP ALL OF THE PEER DISTRICTS AND THEN DIVIDING THAT NUMBER BY THE NUMBER, WHICH I THINK IS 11 PEER DISTRICTS UP THERE.

AND SO IT CAME OUT TO BE 2.1.

SO GOOD INFORMATION BECAUSE IT SHOWS YOU THAT THERE'S A VARIANCE.

YOU CAN ALSO SEE WHO IS ALSO STAFFED LIKE YOU.

AND THEN HOW MANY DISTRICTS ARE STAFFED BELOW WHERE YOU ARE FOR THAT PARTICULAR AREA.

THE CHART UNDERNEATH THERE IS ME SHOWING HOW YOU CAN NARROW DOWN THE INFORMATION.

IF YOU WERE GOING TO LOOK AT THE THE THREE PEER DISTRICTS THAT PROBABLY ALIGN CLOSEST IN ENROLLMENT AND THE STUDENT POPULATION THAT LOOKS MOST SIMILAR TO Y'ALL, IT'S GOING TO BE BIRDVILLE. HERSCHEL, EULESS, BEDFORD AND MCALLEN ISD.

AND SO IF YOU WERE GOING TO LOOK AT NARROWING IT DOWN AND SAYING, OKAY, WELL, THOSE THREE DISTRICTS, IF WE WANT TO DO SOMETHING FOR THIS PARTICULAR POSITION, WHAT MAY THAT LOOK LIKE? AND SO I JUST TOOK, YOU KNOW, THE, THE TOOK OUT THE OTHER PEER DISTRICTS AND JUST DID IT FOR BIRDVILLE FOR HURST-EULESS-BEDFORD AND MCALLEN.

[01:20:04]

BUT COMPARED TO THE. FOUR AND SO IT'S STILL A STILL OPPORTUNITY THERE COMPARED TO THOSE DISTRICTS THAT LOOK MOST LIKE YOU, WHERE THERE IS A VARIANCE IN STAFFING, WHERE SOME OPPORTUNITY IS AVAILABLE TO MAKE ADJUSTMENTS.

DOES THAT MAKE SENSE FOR Y'ALL? OKAY. SO THAT'S GOING TO BE THE WAY THAT I EVALUATED ALL OF THESE CENTRAL ADMINISTRATION AREAS. AND LET ME SAY THAT I'VE GOT BUCKETS AND WE DO THAT BECAUSE WE'RE DEALING WITH SPREADSHEETS, WITH MACROS. WE'RE PULLING FROM THIS HUGE DATABASE THAT HAS EVERYBODY'S SALARY SURVEY IN IT ACROSS OUR STATE, WHICH WE HAVE A PRETTY GOOD PERCENTAGE OF DISTRICTS THAT PARTICIPATE IN IT.

SO WITH THAT IN MIND, OUR CATEGORIES ARE CURRICULUM, INSTRUCTION, BUSINESS AND FINANCE, HUMAN RESOURCES.

THIS OPERATIONS RIGHT HERE ARE OPERATION LEADERS AND THEY ARE REFLECTIVE OF AUXILIARY DEPARTMENTS. AND THEN THERE'S TECHNOLOGY AND THERE'S SAFETY AND SECURITY.

NOW THERE'S ALSO SOME OTHER ONES THAT THAT I'LL MENTION IN JUST A FEW MINUTES.

BUT FOR DOING THE CENTRAL ADMINISTRATION COMPARISONS, THEN THESE ARE THE POSITIONS FROM THE REPORT ARE PUT INTO THESE CATEGORIES.

AND SO IN CURRICULUM INSTRUCTION THE CATEGORIES WE'VE DEVELOPED HAS THE LEADERSHIP AND LEARNING. IT'S ALSO GOT STUDENT SERVICES.

BUT I KNOW STUDENT SERVICES IS IS A STANDALONE HERE.

JUST LIKE SPECIAL EDUCATION IS A SEPARATE DEPARTMENT, BUT THE CURRICULUM AND INSTRUCTION HAS ALL OF THOSE IN THERE.

IF I WENT BACK TO THE SLIDE BEFORE THAT, YOU'LL SEE THAT EACH ONE OF THOSE POSITIONS HAD THEIR OWN LINE. AND SO WHILE THEY'RE ALL CUMULATIVE ALTOGETHER AND THE NUMBER IS NINE THAT COULD BE ABSORBED IN THAT PARTICULAR AREA.

IT'S JUST A BIG UMBRELLA.

AND SO YOU'VE GOT TO LOOK AT WHAT THE VARIANCES ARE.

I CAN TELL YOU THERE WAS A VARIANCE IN STUDENT SERVICES.

AND SO WHILE THAT'S NOT PART OF THE LEADERSHIP AND LEARNING DEPARTMENT, IT HAD AN OPPORTUNITY THAT IS AFFECTING THAT OVERALL CNI UMBRELLA, IF THAT MAKES SENSE. THE BUSINESS AND FINANCE THAT WAS INCLUDING PAYROLL PURCHASING BENEFITS, ALSO THE ACCOUNTS PAYABLE AND SO FORTH BENEFITS IS ONE THAT WE SEE ALTERNATE BETWEEN BUSINESS AND FINANCE AND HR.

SO IT'S INCLUDED IN BOTH AND I CAN SIMPLY DELETE IT OUT OF THE HR ONE BECAUSE THAT'S NOT WHERE IT'S AT HERE IN THIS DISTRICT.

UNFORTUNATELY, I DON'T HAVE THAT OPPORTUNITY IN OTHER POSITIONS LIKE I DO FOR FOR THE BUSINESS AND FINANCE AND HR FOR BENEFITS.

BUT FOR THAT AREA, THERE WAS A RECOMMENDATION OF THE ABSORPTION OF FIVE POSITIONS.

HUMAN RESOURCES WAS EVALUATED.

IT DID NOT HAVE AN ABSORPTION OF STAFF.

BUT WHAT THE RECOMMENDATION WAS ON HUMAN RESOURCES WAS LOOKING AT SOME OF THE TITLES BECAUSE IT STOOD OUT AS FAR AS THE DIRECT THE USE OF THE TITLE DIRECTOR, SIMILAR TO I'LL SAY THE SPECIAL ED TWO SPECIAL ED STOOD OUT IN THE SPECIAL EDUCATION DIRECTOR TITLE COMPARED TO THE PEER DISTRICTS, AND IT'S JUST THAT THE TITLES ARE ELEVATED IN THIS DISTRICT COMPARED TO THE PEER DISTRICTS.

AND SO THAT COULD BE SOME SOME SAVINGS IN THE FUTURE THROUGH ATTRITION THAT YOU NOT LABEL THOSE OR USE THAT NAMING CONFIGURATION OF DIRECTOR FOR THOSE POSITIONS, MAYBE USE COORDINATOR OR MAYBE AN HR IT MAYBE A COORDINATOR OR A MANAGER.

SO JUST A RECOMMENDATION THERE.

NOT SPECIFIC POSITIONS, BUT JUST TO DOWNGRADE SOME POSITIONS TO DIFFERENT TITLES THAT CAN HAVE SOME SAVINGS WITH THEM IN OPERATIONS, IT WAS TRANSPORTATION, CHILD NUTRITION, MAINTENANCE AND CUSTODIAL.

AND THESE WERE THE THE HIGH LEVEL POSITIONS FOR THIS PARTICULAR PIECE.

I WILL SAY FINE ARTS IS PART OF OPERATIONS HERE IN THIS DISTRICT, BUT IT'S LOCATED UP IN THE CNI PARK.

BUT THERE THE FINE ARTS DIRECTOR LOOKED THE SAME ACROSS CARROLLTON-FARMERS BRANCH AND YOUR PEER DISTRICTS. THERE WAS NO VARIANCE THERE OR ANYTHING THAT WOULD CAUSE ANY PROBLEMS. TECHNOLOGY. IT'S GOT THE POSITION OF INSTRUCTIONAL THE INSTRUCTIONAL TECHNOLOGY SPECIALIST POSITION, WHICH DOES INCLUDE THE STREAM SPECIALIST, I THINK THAT ARE SOME OF THE CAMPUS POSITIONS.

THAT WAS ONE OF THE BIGGEST VARIANCES IN TECHNOLOGY, AND IT SHOWED THAT THERE WAS THE OPPORTUNITY FOR THE ABSORPTION OF UP TO 12 POSITIONS AND THEN SAFETY AND SECURITY.

NO RECOMMENDATIONS THERE.

JUST LETTING YOU ALL KNOW THAT I DID PROVIDE THE INFORMATION.

YOU'LL BE ABLE TO SEE WHO IN YOUR PEER LIST HAS A POLICE DEPARTMENT WHO DOES NOT.

THE DIRECTOR OF SAFETY AND SECURITY IS A BRAND NEW POSITION THAT JUST GOT PUT IN THIS YEAR. SO YOU CAN SEE WHAT DISTRICTS ARE EMPLOYING DIRECTOR OF SAFETY AND SECURITY AND HOW MANY OF THOSE. OKAY.

[01:25:01]

AND SO THAT'S THE PROFESSIONAL SUPPORT PIECE.

AND SO FOR ASSISTANT PRINCIPAL ACROSS THE SECONDARY AND ELEMENTARY CAMPUSES, THERE WAS THE OPPORTUNITY TO ABSORB UP TO SIX POSITIONS FOR COUNSELOR.

IT WAS UP TO TWO POSITIONS.

I DID LOOK AT THE INSTRUCTIONAL SUPPORT PIECE.

I HOPE THAT THAT CAN BE USED JUST TO SEE.

I MEAN, KUDOS TO THE DISTRICT FOR THE AMOUNT OF MONEY THAT THEY'RE PUTTING INTO INSTRUCTIONAL SUPPORT.

YOU HEARD THE WORK THAT THEY'RE DOING WHILE AGO.

IT WAS PRESENTED PRIOR TO ME.

SO IN THE CURRICULUM AND INSTRUCTION REPORT OR THE TEACHER LEADERSHIP AND LEARNING REPORT, THEY THEY'VE GOT A LOT OF WORK GOING ON AS THE INSTRUCTIONAL COACHES ON THOSE CAMPUSES AND, AND ARE DOING A GREAT JOB WITH THAT.

THERE WAS A LITTLE BIT OF A DISCREPANCY IN THE, WHAT I DO IS DO A COMPARISON OF THE NUMBER OF INSTRUCTIONAL SUPPORT COMPARED TO THE NUMBER OF TEACHERS ON EACH ONE OF THE CAMPUSES.

AND THE MIDDLE SCHOOL LOOKED TO BE A LITTLE BIT LOWER STAFFED THAN WHAT THE ELEMENTARY AND HIGH SCHOOLS ARE. SO HOPEFULLY THAT'S GOOD INFORMATION TO SEE, ESPECIALLY IF YOU'VE GOT SOME CAMPUSES THAT ARE NEEDING SOME ATTENTION THAT MAYBE THERE NEEDS TO BE ADDITIONAL SUPPORT.

SO JUST SOMETHING TO THINK ABOUT.

LIBRARY, THERE WAS AN ALTERNATE MODEL PROVIDED AND IT WAS BASED ON A PEER COMPARISON SIMILAR TO THE ONE THAT I SHOWED PRIOR WITH THE CENTRAL ADMINISTRATION STAFF, WHERE I'M LOOKING AT NUMBER OF LIBRARIANS AND NUMBER OF LIBRARY AIDES FOR THOSE DISTRICTS.

AND THEY WERE USING A STRONGER MODEL OF THE COMBINATION OF LIBRARIANS, LIBRARIANS. SO I DID A MODEL, AN ALTERNATE MODEL WHERE IF A CAMPUS HAD LESS THAN 400 STUDENTS, THEN I WAS RECOMMENDING A LIBRARY AIDE TO BE SAY, PAIRED UP WITH A LIBRARIAN AT ANOTHER CAMPUS.

AND THEY WORK TOGETHER ON THOSE TWO CAMPUSES THAT THAT MAKES SENSE JUST TO HAVE SOME COST SAVINGS THERE, BECAUSE I KNEW THAT Y'ALL WERE LOOKING FOR SAVINGS. SO IT WAS JUST AN ALTERNATE MODEL. THE CLINIC WAS THE SAME THING WHERE IT WAS THE USE OF OUR RNS, LVNS, AND CLINIC AIDES AND LOOKING AT THE NUMBER OF STUDENTS, WHAT THE ENROLLMENT WAS AND ASSIGNING STAFF ACCORDINGLY.

SAY, FOR INSTANCE, AN 1800 STUDENT HIGH SCHOOL.

MY RECOMMENDATION WAS LIKE AN RN AND A CLINIC AIDE.

IF IT WAS LESS THAN 400 STUDENTS.

SIMILAR TO THE LIBRARIAN.

LIBRARY AIDE COMBINATION OF COMBINATION.

IT WAS TO STAFF WITH AN LVN INSTEAD OF AN RN.

OKAY. FOR A PARAPROFESSIONAL STAFF, THERE WAS THE RECOMMENDATION FOR EIGHT LIBRARY AIDES, AND THAT WAS TO OFFSET THE ALTERNATE MODEL THAT WAS GIVEN.

THE CLINIC WAS TO ABSORB 5.5 CLINIC AIDES, BUT ADD SIX LVNS.

AND SO ONCE AGAIN, THAT WAS TO FULFILL THE RECOMMENDATION OF THE CLINIC STAFFING AND THEN GENERAL EDUCATION AIDES, THERE WAS THE OPPORTUNITY TO ABSORB.

16. THESE ARE JUST GENERAL EDUCATION.

IT DOES NOT INCLUDE THE LIBRARY AIDES, CLINIC AIDES THAT I TALKED ABOUT HERE.

IT DOES INCLUDE SOME RECOMMENDATIONS WITH PE, BILINGUAL ES AND SO FORTH.

AND THOSE ARE LABELED ON THE GRAPHS WITHIN THE REPORT WHERE YOU CAN SEE THE SPECIFIC POSITIONS THAT I'M ALIGNING THE BENCHMARKING OF 14.8 PER 1000 STUDENTS PER CAMPUS.

WITH THAT BENCHMARKING AND KNOWING THAT HIGH SCHOOLS ARE STAFFED MUCH LOWER LEVEL THAN THE 14.8, AND ELEMENTARIES ARE STAFFED AT A HIGHER LEVEL THAN THAT, IF THAT MAKES SENSE. CAMPUS CLERICAL STAFF, THERE'S TWO DIFFERENT RATIOS.

THE ELEMENTARIES ARE 4.5 PER 1000 STUDENTS.

SECONDARY CAMPUSES ARE 5.5 PER 1000 STUDENTS.

AND THERE WAS THE OPPORTUNITY TO ABSORB 13.1 POSITIONS TO BRING THAT IN LINE WITH THE BENCHMARK STAFFING AND THEN NON CAMPUS CLERICAL, THERE WAS AN OPPORTUNITY FOR LIKE 1.5 POSITION, BUT THAT'S REALLY GOING TO BE ENCOMPASSED.

THAT COULD COME FROM THE BUSINESS AND FINANCE RECOMMENDATION BECAUSE PAYROLL SPECIALISTS WERE A LITTLE BIT HIGH WHICH FALL INTO THAT NON CAMPUS CLERICAL POSITION.

IT WAS JUST A DIFFERENT WAY TO LOOK AT NON CAMPUS CLERICAL.

IT PULLS ALL OF THE STAFF THAT ARE NOT ON CAMPUSES BUT HAVE CLERICAL ROLES AT A BENCHMARK OF THREE PER 1000 STUDENTS AND ARE VERY CLOSE TO THE BENCHMARK THERE.

BUT IT WOULD IT WOULD BE TAKEN CARE OF IF YOU DID WHAT WAS RECOMMENDED ON THE BUSINESS AND FINANCE RECOMMENDATION AND THEN SPECIAL EDUCATION OPPORTUNITY TO ADD 24.1 SPECIAL EDUCATION TEACHERS. THERE WAS AN ANALYSIS OF ALL THE INSTRUCTIONAL SETTINGS.

IT WAS RESOURCE INCLUSION AS ONE, ONE AREA LIFE SKILLS.

AUTISM SELF-CONTAINED IS ANOTHER AREA BEHAVIOR AS AN AREA.

AND THEN ECS OR EARLY CHILDHOOD SPECIAL EDUCATION.

[01:30:01]

YOU KNOW, THAT'S BEEN A BIG CHANGE HERE RECENTLY WITH THE DYSLEXIA STUDENTS NOW BEING GOING THROUGH THE SPECIAL EDUCATION TESTING AND THE SHIFTING OF MANY OF THOSE INTO LIKE RESOURCE AND INCLUSION WHERE WE'RE SEEING MANY OF THEM BEING SERVED.

I ALSO HAVE A BENCHMARK 30 TO 35 STUDENTS FOR A CASELOAD FOR DYSLEXIA TEACHERS.

SO I TOOK THE TOTAL OF STUDENTS THAT WERE BEING SERVED BY THESE TEACHERS AND DIVIDED IT OUT AND IT SHOWED ABILITY TO ABSORB UP TO 18 OF THEM.

BUT THOSE MAY BE ABLE TO SHIFT OVER TO THE SPECIAL EDUCATION TEACHER POSITIONS.

IF THEY'RE CERTIFIED ASSESSMENT STAFF, THAT'S GOING TO BE YOUR SCHOOL PSYCHOLOGISTS AND DIAGNOSTICIANS THERE'S AN OPPORTUNITY TO ADD TWO TO GET TO THAT BENCHMARK CASELOAD STAFFING SPEECH STAFF WAS ONE POSITION.

Y'ALL DON'T DO A LOT OF SPEECH LANGUAGE ASSISTANCE.

SO I WOULD SAY THAT THAT'S A SHIFT WHERE YOU COULD HAVE SOME SAVINGS IF YOU'LL HAVE A FEW MORE OF THOSE. THEY CANNOT DO THE ASSESSMENT THAT THE SPEECH LANGUAGE PATHOLOGIST CAN DO, BUT THEY CAN PROVIDE THE SERVICES.

AND SO IT IS A AN OPTION THAT, YOU KNOW, MANY DISTRICTS CHOOSE TO DO TO DO A BALANCING OF SLPS WITH SLP AND THEN BEHAVIOR SPECIALIST.

THAT WAS AN AREA THEIR WORK HAD ALREADY BEEN MOVING FORWARD ON.

THEY WERE ALREADY IMPLEMENTING SOME ADJUSTMENT TO STAFFING OF THOSE BEHAVIOR SPECIALISTS. AND SO IT WAS AN AREA THAT STOOD OUT ON THE COMPARISON FOR SPECIAL EDUCATION.

SO WHEN I CHECKED ON THAT, IT WAS SOMETHING THAT WAS ALREADY MOVING FORWARD, BUT IT WAS LOOKED AT.

AND THEN TEACHERS, THERE WAS AN OPPORTUNITY.

THERE WAS AN ANALYSIS OF GENERAL EDUCATION AND SPECIAL EDUCATION.

AND WHEN ALL THE DUST SETTLED BETWEEN THE TWO DIFFERENT GROUPS OF STUDENT POPULATIONS, IT SHOWED THE ABILITY TO ABSORB 55 ELEMENTARY POSITIONS, TO PUT PRE-K THROUGH GRADE FOUR AT 22 TO 1, AND PUT GRADE FIVE AT A 25 TO 1 RATIO.

SO THAT'S WHERE IT LANDED WITH AGING UP THE STUDENTS, MOVING THEM AND HAVING THE 2% DECLINE IN STUDENT ENROLLMENT AT EACH ONE OF THOSE CAMPUSES. ELEMENTARY ELECTIVES.

I DID A REVIEW OF THE ELECTIVE SCHEDULE OR FOR EACH ONE OF THE ELEMENTARIES.

AND WHAT STOOD OUT TO ME WAS THAT THERE'S SOME SPECIALTY THINGS GOING ON WHERE THERE'S SOME CAMPUSES THAT HAVE SOME ADDITIONAL ELECTIVE STAFF THAT OTHER CAMPUSES DON'T HAVE. SO IT'S MAKING THE AVERAGE OF ELECTIVE TEACHERS TO STUDENTS RANGE ACROSS THE DISTRICT ELEMENTARY CAMPUSES FROM 72 STUDENTS TO ONE ELECTIVE TEACHER, ALL THE WAY UP TO 202.

AND IT'S OKAY TO HAVE LIKE A SPECIALTY, LET'S SAY THE THE STEAM ELECTIVE TEACHER OR LET'S SAY A THEATER TEACHER OR SOMETHING LIKE THAT.

BUT A LOT OF TIMES WHAT YOU'LL DO IS OFFSET THAT WITH ONE OF THE STANDARD ELECTIVES THAT YOU HAVE AS OPPOSED TO HAVING IT IN ADDITION TO.

BECAUSE THEN YOU DON'T HAVE THE DISPARITY BETWEEN THE NUMBER OF STUDENTS PER ELECTIVE TEACHER. AND WHAT THAT ALSO DOES IS IT BRINGS ABOUT DISPARITY IN STUDENT OPPORTUNITIES AS WELL. AND SO CERTAIN STUDENTS AT CERTAIN CAMPUSES ARE GETTING OPPORTUNITIES THAT OTHER STUDENTS ARE NOT GETTING.

SO DEFINITELY I THINK THAT LOOKING AT AN ENROLLMENT BASIS AS BEING HOW ELECTIVE TEACHERS ARE ASSIGNED CAN BE A MORE EQUAL AND NOT EQUAL, BUT EQUITABLE MODEL FOR THE DISTRICT TO USE IN ORDER TO SERVE THOSE ELEMENTARY STUDENTS AND CAN PROVIDE SOME SAVINGS.

MIDDLE SCHOOL TEACHERS, THERE'S THREE NUMBERS THERE, JUST LIKE THERE ARE FOR HIGH SCHOOL TEACHERS.

19.1, 37.6, 39.1 HIGH SCHOOL 91.4, 92.4 AND 112.9.

WHAT THOSE DIFFERENT MODELS ARE.

SO THE STANDARD MASTER SCHEDULE OVER AT THE MIDDLE SCHOOL IS A 75.5.

WHAT THAT MEANS IS STUDENTS ATTEND SEVEN PERIODS EACH DAY AND TEACHERS EITHER TEACH FIVE PERIODS OR SIX PERIODS.

THE ONES THAT ARE TEACHING FIVE PERIODS ARE THE ONES THAT ARE GETTING THE PLC THAT WAS REFERENCED EARLIER. THE ONES THAT ARE TEACHING SIX PERIODS ARE NOT HAVING THAT ADDITIONAL PLANNING PERIOD OR ADDITIONAL PLC AT THE HIGH SCHOOL.

IT'S AN 86.5. SO THEY STUDENTS ATTEND EIGHT AND THEN TEACHERS EITHER TEACH 6 OR 7.

AND SO THE FIRST NUMBER IS JUST TAKING THE HIGH END OF THE BENCHMARK FOR MIDDLE SCHOOL, WHICH IS 24 AND THE HIGH END OF HIGH SCHOOL, WHICH IS 25.

AND USING THE 75.5 MASTER SCHEDULE.

AND AT THE HIGH SCHOOL, THE 86.5 MASTER SCHEDULE.

AND THAT SHOWS YOU WHAT THE SAVINGS COULD BE IN TEACHER FTES.

[01:35:01]

THE NEXT NUMBER, THE MIDDLE NUMBER ON BOTH OF THOSE IS ALSO IS A DIFFERENT CONFIGURATION.

IT'S TAKING AT THE MIDDLE SCHOOL AND DOING THE SEVEN SIX MASTER SCHEDULE WITH THE 24 TO 1. IT'S DOING THE EIGHT SEVEN MASTER SCHEDULE AT THE HIGH SCHOOL AT THE RATIO OF 25 TO 1.

AND THEN THE FINAL ONE IS DOING THE SEVEN AND A HALF, 75.5 AND THE 86.5. BUT IT'S PUSHING THE MIDDLE SCHOOL TO 26 STUDENTS PER CLASS, AND THE HIGH SCHOOL 26 STUDENTS PER CLASS.

AND THAT SHOWS THE DIFFERENCE.

SO HOPEFULLY THAT GIVES YOU A GOOD IDEA OF WHAT YOU CAN DO WITH CLASS SIZES AND WITH MASTER SCHEDULES TO MAKE ADJUSTMENTS TO HAVE SAVINGS.

OKAY. AND THEN ATHLETICS WAS REVIEWED AND ON THERE.

IT'S NOT, THERE'S NEVER A RECOMMENDATION.

GET RID OF COACHES. THAT'S NOT THE PURPOSE OF OUR ANALYSIS OF ATHLETICS.

WHAT I AM DOING IS LOOKING AT ALL THE ATHLETIC PERIODS AT THE MIDDLE SCHOOL AND THE HIGH SCHOOL, AND I'M ALIGNING THEM WITH WHAT THE CURRENT CLASS AVERAGE IS AT THE DIFFERENT CAMPUSES. AND SO I'M SAYING IF YOU'RE GOING TO AVERAGE CLOSER TO WHAT THE CLASS SIZES ARE FOR THE MIDDLE SCHOOLS AND FOR THE HIGH SCHOOLS, YOU COULD ABSORB, NOT ABSORB THE PEOPLE, BUT CHANGE SOME ACADEMIC CHANGE SOME ATHLETIC PERIODS TO ACADEMIC PERIODS AND NOT HAVE SO MANY PEOPLE IN THE PERIOD.

YOU'RE NOT TAKING AWAY ANY COACHES THAT ARE COACHING THE SPORT OR AFTER SCHOOL.

IT'S JUST MAYBE THERE'S NOT SO MANY IN THE PERIOD.

SO THAT'S INCLUDED IN THE REPORT.

THE AUXILIARY STAFFING.

SO MAINTENANCE AND GROUNDS THAT WAS REVIEWED AS A SAID IT'S A PPA STANDARDS.

IT'S 67,500 PER SQUARE.

FOOTAGE OF ALL YOUR FACILITIES GROUNDS WAS DONE ON A 1 TO 35 ACRES MAINTAINED BASIS.

THERE WAS NO RECOMMENDATION THERE.

CUSTODIAN THERE WAS AS FAR AS ADDITION OF 17.

RIGHT NOW THERE'S 11 POSITIONS THAT ARE ROVERS.

AND SO TAKING THOSE 11 AND ADDING IT TO THE.

17 THERE WAS AN OPPORTUNITY TO ADD ACROSS THE CAMPUSES 28 POSITIONS TO GET TO A 1 TO 23,000. ONE CUSTODIAN PER 23,000FT².

RIGHT NOW Y'ALL ARE ABOUT 25,000.

AND Y'ALL MAY SAY, YOU KNOW WHAT? WE'RE GOOD WITH THAT.

WE THINK THAT OUR CAMPUSES, OUR FACILITIES ARE IN GOOD SHAPE.

WE LIKE OUR NUMBER. WE'RE GOING TO STICK WITH IT.

AND THAT'S OKAY IF THAT'S THE CASE.

SO JUST SHOWING YOU WHAT IT IS FOR WHAT WE USE, WHICH IS 1 TO 23,000. CHILD NUTRITION.

IT WAS 11 POSITIONS ACROSS THE WHOLE DISTRICT, ACROSS EVERY CAMPUS TOTAL.

AND IT WAS ABOUT 77, I THINK.

LABOR HOURS IS WHAT IT WAS, AND THAT WAS BASED ON EFFICIENCY.

SO I WAS LOOKING FOR 70% EFFICIENCY AT ALL THE CAMPUSES.

IF A CAMPUS DID NOT MEET THAT 70% EFFICIENCY, THEN I ADJUSTED LABOR HOURS BECAUSE OF THAT AND IT TOTALED 11 POSITIONS.

AND THEN TRANSPORTATION WAS LOOKED AT.

THERE WAS NO RECOMMENDATION THERE.

BUT YOU CAN SEE THE AMOUNT OF SQUARE MILES THAT YOUR DISTRICT COVERS VERSUS YOUR PEER DISTRICTS AND SO FORTH.

SO SOME JUST SOME GOOD INFORMATION TO REVIEW.

ANY QUESTIONS. WELL, FIRST OF ALL, THANK YOU FOR YOUR THOROUGH REPORT AND GIVING US AN OUTSIDER'S VIEW IN BECAUSE WHEN YOU'RE LOOKING AT YOURSELF AND ONLY YOURSELF, YOU SEE DIFFERENT THINGS. AND SO I REALLY APPRECIATE THAT.

I ALSO REALLY APPRECIATE YOUR THOUGHTFULNESS AT THE BEGINNING OF REMINDING US THAT WE HAVE TO TAKE A LOOK AT OUR DISTRICT AND OUR GOALS AND OUR PRIORITIES THAT THIS WAS NOT INTENDED TO BE A, YOU SHOULD DO ALL OF THESE THINGS TOMORROW OR NEXT WEEK OR NEXT MONTH OR NEXT YEAR. BUT IT GIVES US AN OPPORTUNITY TO REALLY PAUSE AND LOOK AND BE STRATEGIC BUT ALIGN TO OUR GOALS AND GUARDRAILS.

SO BOARD MEMBERS WITH THAT COMMENTS, QUESTIONS, MISS BRADY, I SUPPOSE.

THANKS FOR YOUR REPORT. THANKS.

THANK YOU TO THE DISTRICT FOR ASKING FOR IT BECAUSE I THINK WE NEEDED IT.

AFTER COVID, AFTER ALL THE THINGS LIKE, YOU KNOW, WE'VE ACCUMULATED PEOPLE MAYBE NOT NECESSARILY LET THEM GO. SO THERE'S BEEN A LOT OF, YOU KNOW, A LOT OF THINGS PLUS ENROLLMENT GOING DOWN, LIKE THERE'S A LOT OF FACTORS INTO THE NUMBERS WE SAW TONIGHT.

ONE OF MY QUESTIONS, THOUGH, ON THE HIGH SCHOOL LEVEL AND PROBABLY A LITTLE BIT IN THE MIDDLE SCHOOL, IS THAT DID YOU TAKE A CTE COURSES INTO CONSIDERATION AT ALL THOSE SPECIALTY TEACHERS? YES, YES. AND THAT'S A QUESTION THAT COMES UP.

YOU KNOW, IT'S A VERY COMMON QUESTION THAT WE GET.

WE KNOW THAT IT BALANCES ITSELF OUT.

WE HAVE THEM ALL IN ALL THE TEACHERS OUTSIDE OF THE ONES THAT I LISTED, SPECIAL ED, DYSLEXIA, ESL ARE ALL IN THERE TOGETHER.

[01:40:01]

SO IT ALL BALANCES ITSELF OUT TO THAT AVERAGE.

BECAUSE REMEMBER WHEN I SAY 25 TO 1 OR 26 TO 01, I'M TALKING ABOUT AVERAGE CLASS SIZES.

OKAY. THANK YOU. THAT'S A GOOD, GOOD QUESTION.

AND A COMMON QUESTION.

MR. BENAVIDES, THANK YOU.

I WAS THINKING ABOUT ON SPED.

DOES THAT INCLUDE BEHAVIORAL SPECIALIST WITH YOUR FIGURES, THE KNOW THE, THE WORK THAT THEY, THEY HAD ALREADY BEGUN THAT WORK AND SO I DID NOT INCLUDE THAT ON THAT LINE ITEM AT THE VERY END OF THE REPORT, BECAUSE THAT WAS SOMETHING THAT WAS ALREADY IN PROGRESS.

OKAY. THANK YOU. ONE THING THAT I DID IS LOOKING AT THE PEER DISTRICTS I WENT AND LOOKED AT THE STUDENT ACHIEVEMENT OF THOSE DISTRICTS.

RIGHT. AND I NOTICED THAT ONLY FOUR OF THE 11 HAD STATE ACCOUNTABILITY RATINGS HIGHER THAN OURS. AND THEN OF THE FOUR, ONLY TWO WERE SIGNIFICANT.

IT WAS INTERESTING THAT THE TWO THAT YOU LIKE PULLED IN, RIGHT. H-E-B AND MCALLEN WERE TWO OF THEM.

BUT THEY HAVE SIGNIFICANTLY LOWER STAFFING ON SOME THINGS.

AND SO I JUST THOUGHT IT WAS INTERESTING BECAUSE WHEN WE THINK ABOUT RIGHT SIZING THIS FOR CFB RIGHT, LIKE WE HAVE, WE HAVE SOME PRETTY STRATEGIC GOALS AND PRIORITIES. AND SO I GUESS I'M INTERESTED, DOCTOR ELDRIDGE AND HOW YOU SEE USING THIS INFORMATION MOVING FORWARD.

OUR TEAM HAS ALREADY STARTED LOOKING.

THANK YOU SO MUCH FOR THE INFORMATION.

SO WE'VE HAD SOME PEOPLE RETIRE.

AND SO WHEN THAT HAPPENS, WE LOOK AT LIKE WE EVALUATE EVERY POSITION BECAUSE WE JUST, IN THE LAST TWO YEARS HAVE IMPLEMENTED OUR POSITION CONTROL SYSTEM SO THAT EVERY POSITION IS EVALUATED.

ONE OF THE QUESTIONS I HAVE THOUGH IS WHEN YOU THINK ABOUT YOU KNOW, AS I GET FEEDBACK FROM SOME OF OUR ADMINISTRATORS WHEN WE HAVE A SMALLER CAMPUS, BUT WE HAVE MORE SPECIAL ED NUMBERS.

ONE OF THE THINGS THAT THE ADMINISTRATION TELLS ME IS THERE'S SO MUCH INVOLVED IN ARDS.

AND SO, YOU KNOW, WHERE YOUR RECOMMENDATION IS TO ABSORB SIX ASSISTANT PRINCIPALS.

DO YOU TAKE INTO ACCOUNT THE SPECIAL ED NUMBERS OF THOSE CAMPUSES? EVEN THOUGH THEY HAVE A LOWER ENROLLMENT, THEY STILL HAVE A HIGHER POPULATION OF NEED.

AND SO THAT'S WHAT WE AS A TEAM ARE TRYING TO BALANCE OUT.

AND SO BACK TO PRESIDENT HATFIELD'S QUESTION.

I THINK THAT TO MAKE IT IN OUR DISTRICT, WE ARE EVALUATING ALL THOSE POSITIONS, BUT I AT YOUR LEVEL, YOU KNOW, DO YOU TAKE INTO ACCOUNT THOSE SPECIALIZED PROGRAMS, SUCH AS SPECIAL ED? RIGHT. AND I THINK THAT THAT'S A GREAT POINT.

WHAT I LIKE TO ALSO LOOK AT NOT ONLY, I MEAN, OF COURSE. YES. AND WHEN THEY'RE AT A POINT FIVE OR WHATEVER, YOU KNOW, YOU GOT TO DETERMINE, DO WE ADD ADDITIONAL ONE OR DO WE NOT AT THAT POINT. AND THAT MAY BE BASED ON THE STUDENT POPULATION THAT THAT PARTICULAR CAMPUS SERVES AS TO WHETHER YOU DO IT OR NOT? THE OTHER THING IS MAKING SURE THAT THAT AND I'M SURE THAT THIS IS DONE IN SPECIAL ED, IS THAT YOU'RE NOT OVERLOADING A CAMPUS WITH A GROUP OF SPECIAL EDUCATION POPULATIONS, IF THAT MAKES SENSE, THAT YOU'RE TRYING YOUR BEST.

I MEAN, THAT'S THE WAY WHEN I WAS IN A DISTRICT WAS WE REALLY TRIED TO I MEAN, WE COULDN'T OFFER EVERY PROGRAM AT EVERY CAMPUS.

SO WE TRIED TO PAY ATTENTION TO THE NUMBER OF STUDENTS THAT WERE IN THE DIFFERENT PROGRAMS THAT NEEDED THAT SUPPORT.

IF THEY HAD THAT BEHAVIOR UNIT ON IT, THEN WE DIDN'T LOAD THEM WITH A BUNCH OF OTHER STUFF BECAUSE THOSE ARE USUALLY YOUR MOST TAXING ONES.

BUT JUST THE NUMBER IN ITSELF, LIKE YOU SAID, ARDS AND THOSE TYPES OF THINGS.

NOW Y'ALL HAVE THE ARD FACILITATORS, WHICH IS A HELPFUL THING THAT SOME DISTRICTS DON'T HAVE. AND SO JUST LOOKING AT HOW YOU'RE USING THOSE ADDITIONAL STAFF TO IS, IS EXTREMELY HELPFUL. AND I THINK TO YOU KNOW, SPECIAL ED IS A HIGH NEED AND, AND WE'VE DISCUSSED IT AND I KNOW ART'S GOING TO DISCUSS IT IN OUR FINANCES, BUT I REALLY APPRECIATE THE REPORT.

I THINK THIS IS THE ANALYSIS THAT WE NEED TO CONTINUE TO FOLLOW AS A DISTRICT.

AND, YOU KNOW, AS I LOOK TODAY OR LAST WEEK WHEN YOU SENT THIS, THE ANALYSIS OF JUST ABSORBING CERTAIN POSITIONS AT THE COST SAVINGS IS SUCH A BENEFIT. SO I JUST PUT IT BACK ON THIS SLIDE BECAUSE WHILE YOU WERE, WHILE YOU'RE DECLINING IN ENROLLMENT, WHAT IS YOUR SPECIAL EDUCATION DOING? RIGHT. AND SO YOU GOT TO KEEP THAT IN MIND WHENEVER YOU'RE MAKING THE DECISIONS.

[01:45:01]

THAT'S HUGE. AND WE KNOW THAT A BIG PART OF THAT IS THE DYSLEXIA THING THAT OCCURRED, YOU KNOW, BECAUSE NOW SO MANY MORE STUDENTS ARE QUALIFIED AS SPECIAL EDUCATION THAT YOU SHOULD ONLY BE 500 FOR DYSLEXIA.

SO THAT'S INCREASED IT.

BUT I ALWAYS TELL DISTRICTS, PAY ATTENTION TO THAT BECAUSE THAT'S GOING TO THAT'S GOING TO IMPACT YOUR NUMBER OF SPECIAL ED TEACHERS, AND IT'S GOING TO IMPACT YOUR SPECIAL ED AIDES. WELL, AND I JUST WANT TO NOTE THAT FROM SNAPSHOT DATE THIS YEAR TILL TODAY, WE'VE ALREADY LOST 307 STUDENTS.

SO, YOU KNOW, I'M WONDERING IF THE 2% IS IT MAY NOT BE ENOUGH.

SO YOU MAY HAVE TO GO A LITTLE BIT, A LITTLE BIT LOWER.

THAT'S WHAT OUR CFO AND I HAVE BEEN DISCUSSING LIKE, WE DON'T KNOW BECAUSE WE DON'T KNOW THE IMPACT ALSO OF THE VOUCHERS.

SO IT'S IT'S AN EVALUATION EVERY DAY AND THAT'S WHAT WE TALK ABOUT.

SO THANK YOU AGAIN FOR YOUR REPORT.

YOU BET. YOU BET. IT'S MY PLEASURE WORKING WITH YOU ALL.

THAT WAS MY INFORMATION.

I HAVE A QUICK QUESTION.

YES, MA'AM. FOR THE GENERAL EDUCATION EDUCATIONAL AIDS.

YOU HAD TALKED ABOUT ABSORPTION.

ABSORPTION OF THE 16. BUT YOU SAID THAT THAT ADJUSTMENT INCLUDES BILINGUAL AND ESL AIDS.

I KNOW WHEN YOU'RE COMPARING THE NUMBERS TO OUR PEERS, OUR NUMBERS ARE QUITE A BIT HIGHER.

IN TERMS OF BILINGUAL ESL WAS THAT TAKEN INTO CONSIDERATION AT ALL? YEAH. WELL, WITH THAT, I'M USING THAT 14.8%, WHICH AT THE ELEMENTARY LEVEL, IT'S BUMPED UP TO ABOUT 17, ABOUT 17 AIDES PER PER 1000 STUDENTS.

AND SO IT'S JUST LOOKING AT THOSE AND I DIDN'T TOUCH THE, THE, THE, THE SPECIAL ED BECAUSE THAT IS WHAT IT IS.

THE PRE-K IS WHAT IT IS.

BUT IT WAS LOOKING AT EVERYTHING ELSE OUTSIDE OF THAT AND SEEING IF THERE WAS ANY OPPORTUNITY. YOU MAY SAY, YOU KNOW, NO, WE WANT TO HAVE A BILINGUAL AIDE AT THAT PARTICULAR CAMPUS FOR WHATEVER REASON.

AND SO YOU JUST GOT TO KEEP THAT IN MIND.

I JUST HIGHLIGHTED THEM.

OKAY. SO YOU COULD SEE WHERE I CAME UP WITH THAT NUMBER.

THANK YOU SO MUCH. ANY ADDITIONAL QUESTIONS OR COMMENTS? MISS BENAVIDES, WHEN YOU WERE TALKING ABOUT CLASS SIZE TO 26.

YES. WHAT IS OUR CURRENT THAT YOU SPOKE OF? WAS IT 21? IT DEPENDED ON THE CAMPUS.

AT THE. I'M OFF THE TOP OF MY HEAD.

I DON'T I'VE GOT, I JUST, I CAN TELL YOU ON AVERAGE IT'S 1 TO 13.5.

RIGHT. WASN'T THAT RIGHT. ART 1 TO 13.5.

IT'S VERY LOW. OKAY. RIGHT.

CURRENTLY. OKAY. NOW I DID CURRENT CLASS AVERAGE OF JUST DOING THE STUDENT, THE STUDENT POPULATION, AND JUST THOSE TEACHERS THAT I TALKED ABOUT AFTER DOING A MASTER SCHEDULE ANALYSIS WHERE I WENT THROUGH AND CAPTURED ALL THE SECTIONS, DIVIDED IT OUT AND CAME UP WITH THAT.

THERE'S A SUMMARY CHART IN THE MIDDLE SCHOOL SECTION AND A SUMMARY CHART IN THE HIGH SCHOOL SECTION. THAT'LL GIVE YOU THAT.

THANK YOU. OKAY. I'M JUST GOING TO SAY THE IS THIS THING ON IS I'M JUST GOING TO SAY THE 13.5 WAS A TOTAL THAT THAT WE PICKED UP OFF OF THE PAPER REPORT.

YEAH. WHICH IS JUST ALL TEACHERS DIVIDED BY ALL STUDENTS, ALL STUDENTS. SO THAT WAS 13.5.

AND THE STATE AVERAGE IS IS A LITTLE UNDER 15.

IT'S ABOUT 14.8. SO WE ARE UNDER THE STATE AVERAGE.

KEEP IN MIND THAT THAT THE STATE AVERAGE INCLUDES ALL DISTRICTS IN THE STATE, AND 80% OF THE DISTRICTS IN THE STATE HAVE FEWER THAN 1000 KIDS.

WE'RE MUCH LARGER THAN AVERAGE.

AND SO IF IF YOU COMPARE US TO, SAY, BIRDVILLE AND BIRDVILLE IS ONE OF OUR IF YOU LOOK AT THE TYPE OF REPORT, BIRDVILLE CAME IN AT 15.3 AND WE'RE WE'RE AT 13.5. AND SO WE'RE SIGNIFICANTLY BELOW ON AVERAGE, IF YOU JUST LOOK AT THE STUDENT TO TEACHER RATIO.

WE'RE SIGNIFICANTLY UNDER BIRDVILLE. AND BIRDVILLE IS A VERY COMPARABLE DISTRICT TO US. BUT THAT'S INCLUDING, EXCUSE ME, ALL CTE, ALL SPECIAL ED EVERYBODY.

YES. I'M JUST MAKING THAT CLEAR. YEAH. THAT'S THAT'S A IS THAT DOES THAT SOUND ABOUT RIGHT TO YOU? YES. ABSOLUTELY.

YEAH. YEAH. THAT INCLUDES ALL OF THAT.

EVERY TEACHING POSITION THAT'S REPORTED.

LIKE I SAID, MY, MY CURRENT CLASS AVERAGE THAT I ESTABLISHED IN THE THEORETICAL AVERAGE WAS DONE BY GOING THROUGH EACH ONE OF Y'ALL'S MASTER SCHEDULES AT THE SECONDARY LEVEL.

ADDING UP. COUNTING LITERALLY COUNTING SECTIONS FOR EVERY CAMPUS, DIVIDING BY WHAT THE OPPORTUNITY WOULD BE.

FOR INSTANCE, WHETHER IT WAS THE 6.5 OR THE SEVEN POINT, I MEAN, THE 6.5 OR THE 5.5, AND THEN GETTING WHAT THE CURRENT CLASS

[01:50:03]

SO, WELL, THANK YOU VERY MUCH FOR YOUR PRESENTATION AND REALLY APPRECIATE THE SUMMARY AND THE OTHER SUMMARY.

AND THEN THE FULL REPORT, BECAUSE IT JUST KIND OF HELPS YOU PROCESS IT IN DIFFERENT WAYS. DOCTOR ALDRIDGE, I WOULD LIKE TO REQUEST KIND OF YOUR PLAN FOR HOW TO KEEP THE BOARD INFORMED ABOUT THIS PROCESS AS WE GO THROUGH NEXT SCHOOL YEAR.

BECAUSE I KNOW YOU GUYS ARE THOUGHTFULLY CONSIDERING WHAT WE'RE GOING TO DO WITH THIS INFORMATION. BUT I THINK THE BOARD WOULD LIKE TO RECEIVE UPDATES AS WE PROGRESS THROUGH UTILIZING THIS REPORT.

I WILL TELL YOU, DOCTOR AND I MET AND I'VE ALREADY SAID WE NEED TO CREATE A CHART.

I KNOW YOU ALL WELL ENOUGH THAT WE'RE GOING TO CHART OUT WHAT WE ABSORBED AND, AND SHE LEARNED HOW TO, HOW TO USE CANVA LAST NIGHT.

SO I THINK IT'LL BE PRETTY, BUT IT WILL ALSO BE A CHART.

I THINK THAT WHAT WE NEED TO TAKE AWAY FROM THIS IS ONE, WE HAD AN OUTSIDER TASB WONDERFUL PRESENTATION THAT TOOK ALL THE EMOTION OUT.

AND IT WAS BECAUSE WE ALL KNOW GREAT TEACHERS AND GREAT ADMINISTRATORS AND, AND, YOU KNOW, LIBRARIANS AND WHATEVER'S DEAR TO US.

AND SO FOR THE OUTSIDE VIEW, FOR US TO BE ABLE TO MAKE A PLAN I THINK IT'S GOING TO BENEFIT OUR OUR, YOU KNOW, NOT ONLY OUR STUDENT OUTCOMES, BUT ALSO OUR, OUR GOAL OF FINANCIAL STABILITY.

AND SO I WANT TO THANK YOU FOR THAT.

SO YES, YOU WILL BE INFORMED.

YES. AND THANK YOU FOR, I KNOW YOU GUYS ARE TAKING THIS VERY SERIOUSLY. BECAUSE WE HAVE WE WANT TO GET TO A BALANCED BUDGET, AND WE WANT TO RIGHTSIZE THIS DISTRICT, AND DECISIONS ARE GOING TO HAVE TO BE MADE.

BUT KEEPING THAT AS FAR AWAY FROM THE CLASSROOM AS POSSIBLE, I KNOW IS ALSO A PRIORITY.

BECAUSE WE HAVE GOALS, BUT AT THE SAME TIME, WE DO HAVE TO RIGHTSIZE THINGS.

SO I REALLY APPRECIATE THE WORK THAT ADMINISTRATION DID TO SUPPORT THIS AND THE CONTINUING ONGOING WORK THAT YOU GUYS ARE GOING TO DO TO REALLY RIGHTSIZE THIS.

AND WITH THAT, I THINK I'VE BEEN ASKED IF WE COULD HAVE A BREAK.

SO IT IS 753 AND WE ARE GOING TO TAKE A TEN MINUTE BREAK.

THE TIME IS NOW 802 AND WE ARE BACK IN OPEN SESSION.

OUR NEXT PRESENTATION IS THREE D OUR BUDGET WORKSHOP FOR THE 2627 SCHOOL YEAR.

[3.D. Budget Workshop - 2026-2027 School Year]

I DID REARRANGE THE AGENDA SO THAT MOST PEOPLE COULD GO HOME.

AND YOU DREW THE SHORT END OF THE STICK ON THAT ONE.

SO YOU. I'M SORRY YOU HAVE TO STAY LATE, BUT I DID GO THROUGH AND ANALYZE WHO COULD GO HOME THE EARLIEST. AND I'M SORRY THAT YOU WERE.

THAT'S OKAY. THE ONLY FINANCE PERSON THAT.

AND CARLA, YOU TWO, YOU ALL DREW THE STICK OF HAVING TO STAY.

SO THANK YOU FOR ALL THE WORK YOU'VE BEEN DOING AS WE PREPARE FOR THE 26, 27 YEAR. AND I THINK THE PRESENTATIONS FROM TONIGHT HAVE ALREADY KIND OF INFORMED US ON HOW IMPORTANT OUR INSTRUCTIONAL SUPPORT IS AND THEN THE STAFFING ON HOW IMPORTANT IT IS TO LOOK AT OUR RESOURCES WISELY AND MAKE STRATEGIC DECISIONS.

AND SO I'M LOOKING FORWARD TO OUR NEXT PRESENTATION.

TAKE IT AWAY. WELL, THANK YOU MADAM PRESIDENT, MEMBERS OF THE BOARD, DOCTOR ELDRIDGE.

I THINK IN PRESENTATIONS LIKE LIKE THIS ONE, I THINK SOMETIMES IT'S USEFUL TO KIND OF GIVE YOU A SUMMARY, A LITTLE BIT OF A SUMMARY UP FRONT AND THEN TALK ABOUT THE DETAIL AND THEN KIND OF SUMMARIZE AGAIN AT THE END.

BUT THE SUMMARY UP FRONT REALLY IS MUCH LIKE WHAT THE THE PRESENTATION YOU JUST HEARD.

WE'RE LOSING STUDENTS.

WE'RE. OVER THE LAST FIVE YEARS, WE'VE LOST OVER 2000 STUDENTS.

REALLY ABOUT 2200. AND AND AND WE ARE OVERSTAFFED.

AND SO IN ORDER TO, IF WE HAD THOSE 2200 STUDENTS, WE WOULD NOT BE IN THE, IN FACING THE ISSUES THAT WE'RE FACING NOW BECAUSE WE WOULD HAVE THOSE REVENUES.

AND SO THAT'S, THAT'S KIND OF MY SUMMARY UP FRONT IS THAT WE'VE, WE'RE GOING TO, WE'VE LOST A LOT OF STUDENTS OVER THE LAST FEW YEARS, ESPECIALLY THIS YEAR. WE ANTICIPATE THAT WE'RE GOING TO LOSE MORE NEXT YEAR.

AND AND WE'VE GOT TO REDUCE OUR STAFF BECAUSE WE'RE SPENDING TOO MUCH MONEY ON STAFF.

80/80 PERCENT OF OUR BUDGET IS STAFF AND STAFF RELATED COSTS.

AND THAT'S WHERE WE HAVE THE MOST ABILITY TO CONTROL COST IS WITHIN OUR STAFF.

THERE'S ONLY SO MUCH YOU CAN DO WITH A UTILITY BILL.

THERE'S ONLY SO MUCH YOU CAN DO WITH SUPPLIES AND MATERIALS AND ALL OF THE NON-PAYROLL COSTS. BUT OUR GREATEST ABILITY TO CONTROL COSTS IS, IS THROUGH THE NUMBER OF PEOPLE THAT WE HIRE AND PAY.

SO HAVING SAID THAT WE'RE IN, WE ARE ESTIMATING RIGHT NOW AND WE, AND WE'RE HOPING TO GET THAT NUMBER LOWER IS WE'RE ESTIMATING RIGHT NOW THAT WE'RE GOING

[01:55:03]

AND BETWEEN NOW AND THE END OF AUGUST, WE'RE GOING TO WORK TO REDUCE THAT NUMBER WHEREVER WE CAN. GOING FORWARD, THOUGH IF WE ANTICIPATE AN ADDITIONAL DECLINING ENROLLMENT OF 1000 STUDENTS WE DO SOME ADJUSTMENTS IN SPECIAL ED, IF WE WERE TO DO A 1% ADJUSTMENT FOR PARAS AND AUXILIARY PEOPLE AND NOTHING ELSE REDUCED STAFFING THROUGH ATTRITION.

AND RIGHT NOW WE'RE WE'RE LOOKING AT 95 POSITIONS THAT WE CAN REDUCE.

AND WHEN I SAY THAT THAT'S.

WE WILL WRITE 95 FEWER CHECKS EVERY MONTH NEXT YEAR THAN WE'RE WRITING THIS YEAR.

AND WE DO ANTICIPATE IF, IF OUR TREND HOLDS, WE DO ANTICIPATE AN INCREASE IN OUR PROPERTY VALUES.

AND WE HOPE TO, TO PICK UP WHAT WE'VE PICKED UP IN THE PAST, ON AVERAGE, ABOUT 1.2 MILLION OF ADDITIONAL REVENUES THROUGH WHAT'S CALLED THE GOLDEN PENNIES. THOSE EIGHT GOLDEN PENNIES THAT WE HAVE WITHIN OUR TAX STRUCTURE THAT ARE JUST NOT SUBJECT TO RECAPTURE.

WE, WE HAVE ACTUALLY REDUCED EXPENDITURES THIS YEAR COMPARED TO LAST YEAR BY 3.1 MILLION. PART OF THAT IS DUE TO THE THE ONE TIME USE OF TIF FUNDS, BUT WE'VE ALSO OVERALL REDUCED SPENDING EVEN EVEN WITHOUT THAT.

WE ARE TRYING TO RIGHT SIZE THE DISTRICT.

TOTAL EMPLOYEES. WE, WE WERE ANTICIPATING THAT WE, WE'RE, WE'RE GOING TO GET DOWN TO ABOUT 3368 THROUGH, THROUGH ATTRITION NOT A RIFT.

SO WE'RE NOT TALKING ABOUT A RIFT. WE'RE TALKING ABOUT ATTRITION, BUT THAT'S STILL GOING TO LEAVE US WITH A DEFICIT.

AND WHEN I TALK ABOUT A DEFICIT, I KNOW THAT WE'RE CHANGING THE FISCAL YEAR.

AND BECAUSE WE'RE GOING TO JUST BE BUDGETING NEXT YEAR FOR TEN MONTHS, WE'RE GOING TO BE ABLE TO SHOW A BALANCED BUDGET.

BUT ON A CASH FLOW BASIS, WE'RE STILL GOING TO BE SPENDING MORE CASH THAN WE'RE BRINGING IN EVEN THOUGH WE'RE REDUCING STUDENTS.

IN 24, 25, IF YOU LOOK AT THE NUMBER OF DAYS IN CASH AND THAT'S THE, THAT'S WHAT YOU WILL SEE IF YOU LOOK AT THE FIRST REPORT, THE FINANCIAL INTEGRITY RATING SYSTEM OF TEXAS.

TEA HAS A HAS A AN ATOM ON THE ON THE FIRST, ITS ATOM NUMBER SEVEN.

AND IF YOU LOOK AT THAT IN 24, 25, WE READ 157 DAYS IN CASH, WHICH IS ADEQUATE. T A IF YOU, IF YOU DON'T DROP BELOW 90, AS LONG AS YOU'RE ABOVE 90, YOU'RE GOING TO GET THE MAXIMUM POINTS.

ONCE YOU START, ONCE YOU DROP BELOW 90, THEN YOU'RE GOING TO START LOSING POINTS ON THE, ON THE FIRST REPORT, WHICH IS OUR FINANCIAL REPORT CARD.

SO IF WE ANTICIPATE A $12.5 MILLION DEFICIT OR A DECLINING CASH THAT'S GOING TO PUT US AT ABOUT 142 DAYS NEXT YEAR IF WE END UP HAVING A $21 MILLION DEFICIT, THEN THAT WOULD PUT US AT ABOUT 117 DAYS.

SO AFTER NEXT YEAR, WE'RE YOU KNOW, WE'RE GETTING CLOSER TO THAT THAT 90 DAY MARK. THE HOUSE BILL THREE, THE TEACHER INCENTIVE ALLOTMENT. WE'RE, WE JUST WANT TO POINT OUT HERE THAT WE'RE ONE OF THOSE DISTRICTS THAT, THAT WE HAVE WENT ALL OUT ON THE TEACHER INCENTIVE ALLOTMENT FOR OUR TEACHERS SO THAT WE CAN GET AS MANY TEACHERS AS POSSIBLE TO RECEIVING MONEY THROUGH THE TEACHER INCENTIVE ALLOTMENT. AND SO RIGHT NOW WE'VE, WE'VE GOT 528 STUDENTS OR TEACHERS THAT ARE ON THAT ALLOTMENT.

AND WE'RE, AND WE'RE SPENDING ABOUT $5.6 MILLION, BUT ALL OF THAT 5.6 MILLION THAT WE'RE SPENDING IS, IS COMING FROM THE STATE.

SO THAT'S, THAT'S MONEY THAT DOESN'T COME OUT OF OUR, ARE OUR TAX COLLECTIONS.

THAT'S MONEY THAT'S COMING DIRECTLY FROM THE STATE. THAT 5.6 MILLION.

AND YOU YOU PROBABLY KNOW THAT THERE'S A LOT OF DISTRICTS THAT FOR WHATEVER REASON, THEY HAVE CHOSEN TO OPT OUT OF THE TIA AND WE'RE ONE OF THOSE DISTRICTS THAT DIDN'T.

WE WENT, LIKE I SAID, KIND OF ALL OUT.

AND WE'VE GOT 528 OF OUR OUR OF OUR TEACHERS THAT ARE RECEIVING A SIGNIFICANT ALLOTMENT.

FOR THE T INCENTIVE TEACHER INCENTIVE ALLOTMENT.

WE'VE GOT THOSE THAT ARE ON THE RECOGNIZED LEVEL,

[02:00:01]

SO IN THE, IN THE EXEMPLARY AND SOMETHING HAS HAPPENED TO MY LITTLE SPREADSHEET HERE.

I GOT YOU ON OURS. IT SAYS 9773.

THANK YOU. YOU'RE WELCOME.

AND THEN ON THE MASTER'S LEVEL, IT'S 18,315.

THE, THE, THE DISTRICT IS CHOSEN FOR THOSE PEOPLE THAT THAT ARE BETWEEN 0 AND 2.

WE GAVE THEM ADDITIONAL $1,250 AND THAT'S FUNDED LOCALLY THROUGH DISTRICT FUNDS.

AND THEN FOR THOSE THAT ARE ON THREE AND FOUR, THEY GET THE STATE FUNDED, 2500 FOR THOSE THAT ARE FIVE YEARS OR MORE.

AND THEY GET THE 5000 AND THEY AND THEY STARTED RECEIVING THOSE, THOSE ALLOTMENTS THIS YEAR.

THIS IS THE FIRST YEAR THAT THOSE ALLOTMENTS WERE PAID.

26, 25, 26. WE'VE, WE'VE LOOKED AT SOME POSSIBLE SALARY ADJUSTMENTS FOR THE PARAPROFESSIONALS AND AUXILIARY AND SPECIAL ED STIPENDS.

IF WE WANT TO DO A 1% OF MIDPOINT IT WOULD, IT WOULD RUN ABOUT $1 MILLION.

IF WE WANTED TO DO THE 2%, IT WOULD RUN ABOUT 1.4 MILLION.

AND THAT WOULD NOT INCLUDE ANYTHING FOR ANY OTHER CATEGORY OF EMPLOYEE.

AND WE'RE RECOMMENDING THE SPECIAL EDITOR THAT WE DO SOME ADJUSTMENTS FOR SPECIAL EDITOR. AND AS YOU SEE FROM THE PREVIOUS PRESENTATIONS, WE'RE SHORT ON SPECIAL ED TEACHERS.

SO WE WE FEEL LIKE WE NEED TO DO SOMETHING FOR SPECIAL ED, HOPEFULLY TO ATTRACT MORE SPECIAL ED TEACHERS AND OR NOT LOSE THE STAFF THAT WE HAVE AND WE WANTED TO DO AN INCREASE RECOMMENDED INCREASE FOR CLERICAL PARAPROFESSIONALS AND AUXILIARY STAFF. WE HAVE A INCENTIVE THAT WE TALKED ABOUT AND IT'S INCLUDED ON THIS, THIS, THIS SLIDE HERE THAT AS HAS BEEN IN PLACE APPARENTLY FOR A WHILE.

AND TO BE HONEST WITH YOU, THIS I, I HAVE NOT WORKED AT ANOTHER DISTRICT WHERE THIS AND I'VE WORKED AT OTHER DISTRICTS WHERE THEY HAD AN INCENTIVE.

BUT THIS IS A VERY NICE INCENTIVE.

WHERE WE'RE PAYING OUT, YOU KNOW POTENTIALLY SEVERAL THOUSAND DOLLARS A YEAR. AND SO IF WE WANTED TO LOOK AT SAVING MONEY BY NOT DOING SOMETHING THAT YOU DON'T FIND IN OTHER DISTRICTS, THIS IS ONE OF THOSE AREAS WE COULD LOOK AT WHERE WE'RE, WHERE WE'RE PAYING EMPLOYEES INCENTIVES WHEN WE'RE ALREADY OVERSTAFFED INCENTIVES. AND YOU MIGHT SAY, IS IT A RETENTION INCENTIVE OR WHAT KIND OF INCENTIVE IS IT? WHAT ARE WE TRYING TO ACCOMPLISH? WITH THIS INCENTIVE? AND IF IT'S TO RETAIN PEOPLE, WE'RE OVERSTAFFED AS IT IS.

WE NEED TO REDUCE STAFF.

OUR KEY TAKEAWAYS IS WE WANT TO REDUCE STAFFING LEVELS THROUGH RIGHTSIZING OUR STAFF. WE WANT TO GET OUR STUDENT TEACHER RATIOS UP.

AS WE DISCUSSED A LITTLE BIT EARLIER IN THE PREVIOUS PRESENTATION, IF YOU LOOK AT US IN BURKEVILLE TO, IN ORDER TO FOR OUR, OUR DISTRICT TO BE COMPARABLE TO BIRDVILLE IN OUR STUDENT TEACHER RATIOS, WE WOULD NEED TO, WE WOULD NEED TO REDUCE OUR TEACHING STAFF BY OVER 200, ABOUT 240. WE WANT TO GET TO A PLACE WHERE WE CAN BE FINANCIALLY SUSTAINABLE AND AND HAVE A BALANCED BUDGET. WE, WE'RE NOT IN, WE'RE NOT IN IN, IN WHAT I WOULD CALL DIRE STRAITS OR WE'RE NOT IN TROUBLE FINANCIALLY.

BUT IF WE DON'T RECOGNIZE OUR, OUR STAFF AND OUR PAYROLL COSTS WE'RE HEADED THAT WAY. WE'VE, WE'VE WE CAN'T AFFORD NOT FOR VERY LONG.

WE CAN'T AFFORD, YOU KNOW, DEFICITS OF 15, $20 MILLION BECAUSE YOU, YOU WILL DROP BELOW THAT 90 DAY THRESHOLD AND T WILL START DOWNGRADING US ON A REPORT CARD.

IF YOU DROP BELOW 30 DAYS, KIND OF THINK ABOUT THAT IF AND I AND I KNOW WE'RE A WAYS FROM THAT.

BUT IF YOU EVER DROP BELOW 30 DAYS, IF, IF YOU GOT A MONTHLY PAYROLL COMING UP, ONE MONTH IS 30 DAYS. IF YOU DON'T HAVE 30 DAYS CASH IN THE BANK YOU, YOU'RE NOT GOING TO HAVE ENOUGH MONEY TO MEET PAYROLL. SO YOU HAVE TO KEEP IT UP ABOVE 30 DAYS OR YOU'RE GOING TO THE BANK TO BORROW MONEY. AND SO THAT'S, THAT'S KIND OF, I THINK THE.

I THINK THAT'S WHERE WE'RE AT.

AND SO I WANT TO KIND OF PAUSE A MINUTE AND GIVE YOU AN OPPORTUNITY TO ASK US ANY

[02:05:02]

WHAT? I'M THE NEW GUY.

WHAT KIND OF DIFFERENCE DOES THAT MAKE TO AN INDIVIDUAL? THAT. DO YOU KNOW THAT ANSWER? IS IT A 2%? I'M TRYING TO JUST THINK OF A A BEGINNING SALARY.

I'M GUESSING OUR BEGINNING SALARIES FOR CLERICAL PERSON IS AS A MIDPOINT IS PROBABLY 25000 1% WOULD BE $250.

IS THAT WHAT IS THAT? AM I ADDRESSING YOUR QUESTION? OKAY. MISS BRADY, ON THE SPECIAL INCENTIVE.

WHAT DOES THAT BREAK DOWN TO? IS THAT A $6,000 INCENTIVE BONUS? WHAT IS OR IS THAT? I THINK SARAH IS WORKING ON THAT.

I THINK WE WANT TO TRY TO LIMIT THAT TO $600,000 FOR FOR SPECIAL ED.

AND THEN AND THEN SHE'S GOING TO BE IF SHE HASN'T ALREADY GOT IT WORKED UP, WE'RE GOING TO, WE'RE GOING, SHE'S GOING TO BE WORKING THAT UP. I'M WORKING TO TRY TO FIGURE OUT, CAN YOU COME TO THE MIC? OH. I'M SORRY. OF COURSE.

SO WE'RE LOOKING TO INCREASE OUR SELF-CONTAINED CLASSES FROM A $2,000 STIPEND TO A $4,000 STIPEND. EXCEPT FOR OUR PAST CLASSES, WE'RE LOOKING TO BUMP IT TO A $5,000 STIPEND.

AND THEN OUR FUNDAMENTALS IN CLASS SUPPORT INCLUSION TEACHERS FROM 2000 TO 3000.

THANK YOU. THANK YOU. AM AM I READING THIS CORRECTLY THAT WE ARE NOT CONSIDERING A BASE PAY INCREASE FOR TEACHERS? NO, WE'RE NOT CONSIDERING IT.

I SAY NOT CONSIDERING IT.

WE'RE NOT. IT'S NOT PART OF OUR RECOMMENDATION.

AND IF IT'S OKAY TO SAY IT, WHATEVER WE DO MORE THAN THIS, IT JUST IT JUST MAKES OUR DEFICIT LARGER.

SO WHEN YOU LOOK AT THE FINANCIAL PRODUCTION OF THE 21 MILLION, IS THAT 21 MILLION CASH OR IS THAT 21 MILLION ON THE TEN YEAR OR THE TEN MONTH? NO, THIS THIS IS ON A BECAUSE AS WE AS WE TALKED ABOUT EARLIER, THE TEN MONTH, WE'RE GOING TO BE ABLE TO SHOW A BALANCED BUDGET BECAUSE WE'RE NOT GOING TO WE'RE NOT GOING TO BUDGET FOR THE THE MONTHS OF JULY AND AUGUST.

AND SO THAT'S GOING TO ALLOW YOU US ON A ONE TIME BASIS.

BUT THAT'S NOT GOING TO AFFECT OUR CASH FLOW.

OUR CASH FLOW IS NOT GOING TO CHANGE. SO OVER A 12 MONTH PERIOD, WE'RE STILL GOING TO BE SPENDING MORE CASH THAN WE'RE BRINGING IN.

OKAY. SO HOW DOES THIS COMPARE WITH OUR PEER DISTRICTS THAT ARE ADDING TO TEACHER SALARIES? I THINK TAMMY HAS SOME INFORMATION ABOUT THAT.

WE ARE, WE ARE BELOW OUR PEERS.

AND THAT'S BECAUSE WE HAVE TOO MANY STAFF.

SO JUST THINK ABOUT THE FORMULAS.

WE'RE SUBJECT TO THE SAME FORMULAS.

ALL OF OUR PEER DISTRICTS ARE THEY'RE SUBJECT TO THE SAME FORMULA AS WE ARE, AND THEY GENERATE ABOUT THE SAME AMOUNT OF REVENUE PER STUDENT THAT WE DO WHEN WE HIRE MORE PEOPLE, WE'RE NOT GOING TO BE ABLE TO PAY AS MUCH PER PERSON AS THE OTHER DISTRICTS. IF THEY HIRE FEWER PEOPLE, THEY CAN PAY MORE PER MORE PER PERSON.

AND THAT'S AND THAT'S THERE'S JUST NO OTHER WAY AROUND IT.

SO IF WE HAVE 240 TEACHERS MORE THAN WE SHOULD, WE'RE NOT GOING TO BE ABLE TO PAY OUR TEACHERS AS MUCH MONEY AS THE OTHER DISTRICTS. SO WHAT I HEARD YOU SAY RIGHT NOW IS THAT WE'RE ALREADY 95 POSITIONS DOWN.

SO WE'VE ELIMINATED 95 POSITIONS AT THIS POINT.

WE'RE AT LEAST THAT NOW.

AND BETWEEN NOW AND AUGUST WE'RE OPEN THAT THAT WILL WE THINK THAT WILL INCREASE BY A SIGNIFICANT AMOUNT LIKE 150.

NOT THAT MANY. OKAY. BUT SOMETHING BIGGER THAN 95.

BIGGER THAN 95. THANK YOU SIR.

ANY OTHER COMMENTS OR QUESTIONS? SO WHAT ARE THE NEXT STEPS.

TO LOOK AT THE 2627 PAY SCALE.

IS THAT IN THE CHAT AGAIN.

SO ARE YOU ALL GOING TO BRING THIS FORWARD IN THE JUNE FOR CONSIDERATION.

YES. YEAH. YOU KNOW, WE WE, WE NEED TO GET OUR CERTIFIED VALUES.

[02:10:07]

WE'LL REEVALUATE HOW MUCH MONEY WE HAVE TO WORK WITH AND, AND THEN COME BACK AND, YOU KNOW, AS WE GET RESIGNATIONS, RETIREMENTS, AND THAT KIND OF THING, WE'RE GOING TO BE LOOKING AT EVERY POSITION TO TRY TO REDUCE OUR STAFF MORE THAN THAN 95.

AND THEN WE'LL WE'LL COME BACK WITH AN UPDATE.

COULD YOU ALSO GO BACK TO THE SIGNIFICANT CFB EMPLOYEE INCENTIVES, AND WHAT DOES THE CUMULATIVE LEAVE UPON RETIREMENT ON THE RIGHT MEAN? YES. AND WHICH SLIDE WAS THAT.

A LITTLE BIT FURTHER. 11.

I CAN EXPLAIN IT. SO IN DECEMBER OF WHEN IT WHEN AN EMPLOYEE REACHES FIVE YEARS IN DECEMBER, WE IN, IN WHAT EVERY DECEMBER WE GIVE THE TEACHERS THAT MEET THOSE MARKS, THAT AMOUNT OF MONEY WHEN THEY RETIRE.

WE ALSO HAVE ANOTHER INCENTIVE IF THEY HAVE 38.5 DAYS OF LOCAL LEAVE LEFT.

WE GIVE THEM A CHECK FOR $5,000.

IS THE ONE ON THE RIGHT IN POLICY? YES. YEP. WHAT IS IT? DECDEC.

AND I THINK THESE HAVE BEEN OVER 20 YEARS.

SO EMPLOYEES THAT IN IN LIKE ART ALLUDED TO OUR TEACHERS THAT MEET THESE MARKS, THIS IS A SEPARATE AMOUNT THAT THEY RECEIVE.

AND IT GOES ALL THE WAY UP IN.

CARLOS CAN TALK ABOUT THIS.

THERE'S NO LIMIT. SO IT GOES TO 40, 4550.

IT KEEPS GOING. AND IF I REMEMBER RIGHT, THE THE LONGEVITY PAY IS PAID IN DECEMBER ON THE DECEMBER CHECK. AND THEN THE RETIREMENT MONEY IS PAID WHEN THEY AFTER THEY SUBMIT THEIR RETIREMENT PAPERS IN THE SUMMER.

OKAY. THANK YOU. BOARD MEMBERS, ANY ADDITIONAL COMMENTS OR QUESTIONS? ALL RIGHT. THANK YOU VERY MUCH FOR YOUR PRESENTATION.

YOU BET. OUR NEXT ITEM IS ITEM NUMBER FOUR, WHICH IS REPORT FROM OUR SUBCOMMITTEES.

[4. Committee Reports]

WE HAVE NOT MET, BUT I'M IN THE PROCESS.

I'M GOING TO BE WORKING WITH KIM CASTANON TO SET UP A MEETING.

BECAUSE WE ARE ABOUT READY TO KICK OFF THE LEGISLATIVE PRIORITIES AND GET THOSE DRAFTED IN THE NEXT FEW MONTHS.

I THINK WE HAVE SOME INTEREST FROM STAFF THAT HAVE EXPRESSED THEY WANT TO HELP AND THEY'RE INTERESTED. AND SO WE WANT TO WORK WITH DOCTOR ELDRIDGE TO SEE THE BEST RIGHT SIZE OF POTENTIALLY IN THE PAST IT'S BEEN THE BOARD PRESIDENT AND CONSULTATION WITH THE SUPERINTENDENT. AND NOW THERE'S KIND OF SOME INTEREST TO GET OTHER PEOPLE INVOLVED SO THAT WHEN WE COME UP WITH THAT AGENDA, WE ALSO HAVE SOME ACCOMPANYING MATERIALS THAT WOULD INCLUDE HOW THE LEGISLATIVE PRIORITIES WOULD IMPACT THE DISTRICT DIRECTLY WITH SOME DATA. SO THAT WE CAN BETTER COMMUNICATE OUR LEGISLATIVE PRIORITIES.

AND SO WE'LL BE WORKING WITH KIM IN THE NEXT WEEK OR SO TO GET THAT MEETING ON THE BOOKS.

AND THEN ANY ADDITIONAL UPDATES FROM THE GOVERNANCE SUBCOMMITTEE.

CORRECT. THE GOVERNANCE SUBCOMMITTEE MET ON MAY THE 2ND TO GO OVER WHAT WHAT HAD BEEN PRESENTED FROM A COMMITTEE ABOUT UPDATING AND LOOKING THROUGH OUR BOARD OPERATING PROCEDURES OR OTHERWISE KNOWN AS THE BOP.

AND AND THEN WE HAVE ALREADY PRESENTED THAT IN OUR LAST BOARD MEETING.

WE WILL ALSO BE SETTING UP A TIME TO MEET WITH TAMMY REGARDING OUR DISTRICT OF INNOVATION AND OUR GRIEVANCE.

MORE SPECIFICALLY, OUR GRIEVANCE, THE GRIEVANCE SCHEDULE, JUST SO THAT WE CAN BETTER UNDERSTAND AND GO OVER THAT.

AND I THINK THAT WAS PER REQUEST FROM MR. GILMORE. SO WE WILL BE DOING THAT HERE WITHIN THE NEXT HOPEFULLY COUPLE OF WEEKS.

ALL RIGHT. AND THEN ANY UPDATES FROM THE INFRASTRUCTURE SUBCOMMITTEE? FINANCE AND INFRASTRUCTURE COMMITTEE MET ON THE END OF APRIL ON 427.

SINCE WE'VE HAD A COUPLE BOARD MEETINGS, WE'VE HEARD THOSE PRESENTATIONS REALLY, BUT WE WERE LOOKING FOR A COMPENSATION PACKAGE FROM MR. MARTIN.

SO YOU ALL HAVE SEEN THAT AND NOW HEAR IT.

ALL RIGHT. WITH THAT, ANY QUESTIONS? BOARD MEMBERS OF OTHER BOARD MEMBERS ABOUT THE SUBCOMMITTEE WORK.

ALL RIGHT. WELL, I BELIEVE WE HAVE REACHED THE END OF OUR AGENDA.

AND THE TIME IS NOW 8:25 P.M.

AND WE ARE ADJOURNED.

* This transcript was compiled from uncorrected Closed Captioning.