NISD Called Board Meeting 6-9-2026

001That is hilarious. >> Hello everyone. Um, please take a stand as trustee Laura Sapata leads us in the invocation and pledge of allegiance. Almighty and merciful God, we ask your guidance and blessing upon this board, students, parents, patron, teachers, and administrators as we are assembled here this evening in the common pursuit of this great nation's wealth, our children. Amen. >> Amen to the flag of the United States of America and to the republic for it stands. One nation under God, indivisible, with liberty and justice for all. >> Honor the Texas flag. I pledge allegiance to thee, Texas, one state under God, one and indivisible. >> Thank you. >> The time is 6:05 um p.m. and the meeting will now be officially called to order. Good evening. Welcome to this called meeting of North Side Board

002of Trustees. Before calling the first agenda item, the board would like to take just a moment to brief briefly review some of the rules for conducting our meeting. The order of business in this meeting is set out in the agenda. The purpose of this meeting is to conduct board business and for that reason it is held in public. It is not a public forum. However, we do provide the opportunity for audience participation. If there is anyone who would like to address the board during an agenda item, we ask that you please complete a signup sheet prior to the start of the meeting and indicate which agenda item you would like to address. Signup sheets will be provided at the entrance of the meeting room. This this is so we do not overlook anyone who would

003like to speak to the board. Due to this being a called meeting, there will be no citizens to be heard portion. Only public comment pertaining to specific posted agenda items will be allowed. We will move now to the first item. Agenda item one consent agenda a second reading of FDB local. I'll pass it on to Dr. Craft. >> Madam President, members of the board, good evening. Um I think if you uh recall uh we reviewed FDB local at the last meeting, so we wanted to bring this back. Uh there's a a slight change which I'll let Dr. Fay articulate. What we're trying to do really is uh create uh greater flexibility particularly with our open enrollment uh procedures and policies. And so um like I say if you have any questions this is our second

004reading. We're asking for your consideration this evening. Dr. Fay. >> Yeah. Thank you sir. Um basically we're deleting a portion of it and basically that gives our parents uh more flexibility and not having to go through the u transfer process all over again. And so we're asking for approval of that. Okay. Is there um is there a motion? >> I make a motion to approve the updated policy. >> Second. >> Um it has been moved and second that the board approves the candidate's agenda as presented. Um is there any discussion? No. Um is there no further discussion? All those in favor, please say I. >> I. >> Those opposed. The motion carries. >> Thank you. >> Yep. Uh we will now move to item 2A star EOC grade 3 to 8 early assessment results. I

005recognize Superintendent Crab for that presentation. >> Yes, ma'am. Uh I think we've got some very exciting news to share. And again, this is uh very very early. Um, but Susan Cleveland, uh, who I believe you all know, uh, she oversees our accountability, testing, assessment. It's a a little bit of a job, uh, AC across the school district. Um, but we've been, uh, really, uh, digging in, uh, both to secondary and elementary early results. Um, and like I said, I think we've got some very promising news to share. our campuses uh along with our CNI department and of course administrative support under the direction of Dr. FA have really gone all in from a team effort this year uh to assist our campuses uh in areas that we knew uh we're going to need uh some

006additional resources but also more importantly some additional expertise and campuses have really really worked hard. So, um, we're excited, like I say, to share, uh, I think some early good news and, uh, very promising signs, uh, to come, uh, as we get ready to, uh, receive this year's accountability results. So, Susan, >> thank you, Dr. Craft. Good evening. U,, today I'm going to be presenting a overview of the early assessment results from STAR and EOC. Before I begin, I just want to point out um that early stages gives us some information, but not all the information. So early results supports immediate needs like graduation, summer school, June retesting. This um but given this year we don't have fifth or eighth grade star scores because they're still setting the performance levels because of the new tees.

007So that's just something important to remember. Um let's start with overall star achievement. This is a look at how to look get one number aggregated to understand how our achievement is this year with all subjects all grade levels combined. So if you look at um the formula that shows this is overall star achievement. This is percent at approaches and above percent at meets level and above and percent at masters divided by three. So we're going to go through a couple examples. So, here are two examples that show you how the points are awarded and and put together. The first example shows if students scored 100% approaches or above plus 100% meets or above and 100% masters, it adds up to 300%. Divide this by three and you get 100%. So, in this case, 100% of

008all possible points were achieved. The second more realistic calculation shows that if 75% of students score at approaches are above, 50% at meets or above, 25% at masters, that adds up to 150% divided by three for an overall star achievement score of 50%. These are two examples just to kind of give you a range when we go into our campus data that looks specifically at this one number to show whether or not we have higher achievement this year compared to last year. So, we're going to start applying that formula to our elementarymentaries. We're going to look at the achievement for our non-title campuses first. It's important to note again that this data does not include 2026 science data in these tables. Each row is a different campus. And the second column calculates the change in

009overall achievement between 25 and 26. For convenience and clarity, we've colored the changes so that increases are shown in shades of green, decreases are shown in shades of red. Also note that we've included an overall North Side Elementary summary at the first row as a point of comparison. A couple areas to point out. You've got some really Can you go back one, Monica? Um, a couple areas to point out. You see GM Elementary is a plus nine. Um, Los Reus is a plus eight. Morales is a plus eight. That's reading and math combined. That's a lot of that's a lot of gains. As we move into the next slide, which looks at our title campuses, and y'all will remember we spent quite a bit of time talking about turnaround, our turnaround campuses, our targeted improvement

010plan campuses. So, this is a great opportunity to kind of look at those and talk about those. This again is the north side average. It's it's we kept the average the same. If you look at Carneahan with a 17 point increase and me at a 17 point increase, we've also got some other really big celebrations in there. Look at Colonies North Glenn Oaks. Um Martin >> Oaks, >> I feel like you start cheering, right? It's exciting. I know. I know. I love it. >> That's exactly what you wanted to see. Exactly. So that's a look at our elementary data. Um so if you can move into middle school. >> Sure. Absolutely. >> Right. And then >> so one of the things that I did, Dr. Harl, is I looked at last year's accountability at where

011they landed and then I looked at what achievement was [clears throat] gained or lost, right? And so cable sat around a 75 last year. So that's not hugely impactful. That's That's what I was um alluding to. What about the games that did last year though? >> So Linton is a little bit of a different situation. Um they were a comprehensive support campus last year and this year. So they were working on a targeted improvement plan for that specifically. there was turnover a replacement of a principal during the year. So they're really and and Jessica can speak to a little bit if if you're interest if you need to know if you wanted to know. Um so they're working on progress. They they had been pretty well achieving two years ago. I think they were maybe

012even a B two years ago. I can't remember specifically but um Jessica, do you want to add anything to that? So around October, we had a retirement of Miss Ortega from Linton Elementary. So we had an interim principal come in and so we had an exchange of teachers. We had to implement new systems and structures PLC's. So you see the dip here. Um, but with the plan put in place for next year, we're very hopeful you're going to see the same gains that you saw at Colonies North and Glenn Oaks and me because we're implementing the same plan. Um, we also worked with some teachers who have um asked for a change of placement um just so that they can continue to grow at another campus. You know, working at some of these turnaround schools

013um can can be difficult. Um and then we also uh in we also made sure we provided training around PLC's and response to intervention to align those PLC supports with supplemental supports. And um another thing we looked at is with the size of enrollment at Linton Elementary. Um some of our classrooms are down to two classrooms or three classrooms. And so the impact of those scores, as you can see, Linton had that impact. But we do have a plan in place for next year. Um, we do have a new principal, Candace Maldonado, coming from Meadow Village, who has experience with turnaround work. She's been working handinhand with the interim principal, Rebecca Baroan Flores. Um, and so they already have their plan in place. She's already met the staff and she's attending summer training with the

014staff as well. So, we're well on our way and um, you'll see we should yield the same results as we saw at the other campuses and we still have time in our side to get Linton out. Okay. So, we're very hopeful, but very excited about the work that all of these campuses have done. Um, I know you mentioned a little bit to Oak Hills Terrace. It's similar. Um, it's particular to one grade level and one classroom. And so, we're going to work around that for those kids going into that fourth grade um year and math. And so, we teased it out just to know exactly where we need to do our work. >> And Valley High, what about that one? >> Um, Valley High is the same. We have two classes for every grade level.

015So when you're looking to work in that and so um math with the new adoption of the curriculum they're going to be part of our lasso and lift grant. So we are providing targeted support weekly so we will have a coach at their PLC's weekly as well as weekly supervision so we can apply the same models that were done at our other schools. They were not part of our tip and tap campuses but we will implement the same plan of services for this upcoming school year so we can see the lift there as well. >> Good job. Thank you. Thank you. >> Just one more time looking at me is amazing. So exciting. >> This doesn't even show growth. This right here is just achievement. So this doesn't show growth. We'll we'll look at some

016growth. So once they combine some of those domains, we anticipate there's going to be even more green. >> Absolutely. We >> You know what's so nice about sharing the new dashboard or whatever? to look at achievement. >> Yep. Yep. >> Yes. Absolutely. >> And I don't know how predictive map is a little. >> Oh yes. >> I'm wondering how predictive. So I don't want to add more work on your plate, but if they look this way in math and is there some correlation, [clears throat] could that be something that you know, >> we've already done it for last year. We did it for last year. Um, so it really is dependent on campus and demographic and even sometimes grade level. So the way we tell staff to look at it instead is if your achievement

017is increasing and your growth is achieving achie and your growth is incre increasing guess what's going to increase. So we don't use that predictive because there's a predictive feature in in the dashboard. We don't use it because I've seen situations of a campus that third grade is right on, fourth grade's completely off and fifth grade is is close. So then people get a false sense of this is what my star scores are going to be. So we just say growth and achievement everywhere is going to mean good things in the end. And well, what I like is when I talked to one of the principles, what I saw and she said it wasn't so much about predicted value of it is like responding right away. >> So we got this data, fourth grade looks bad,

018third grade looks good here. We target fourth grade, >> you know, in the next in the weeks ahead, we know exactly where we need to target. So using it as providing immediate feedback and attention was three or four principles that I talked to and they they're so I'm just wondering if and I'm sure our principles know that's the way you know map works or any kind of data that you make adjustments right away. I believe unless something has changed NWA correlation >> uh I'm sorry I was what I was saying was I believe NWA which is the provider of MAP don't they do an annual correlational study? >> They call it a linking study. >> Thank you. Yeah. >> And so yes and so um it does show some correlation Dr. Carl to your question

019of how students do at EOI in STAR. Um I think what Susan's saying which we agree we want every student you know growth comes before achievement and so we're not wanting any shortcuts and we don't want anyone to see something say oh we got it when they see their middle of the year. Um so we're really working how do these link together and to uh I think you had mentioned it Dr. Harl, one of the things like if we were to think of what one practice, there were many practices, but what one practice helped yield this, it was progress monitoring and increase progress monitoring and taking action, providing support, um, making sure a high quality teacher is in front of students. So, >> and we'll run the correlation between the two this year. Again, if

020you you're interested in seeing it, we did it last year. We can we we do it every year because we're curious to see how close it is. Um so we move on to middle school and again this does not include eighth grade science 2026 data. Um you can see again we've done the the north side overall change increase. Um and then we have it by campus. Again we've done it by non-title and title just to keep it consistent throughout the presentation. We've got some really positive gains with Hobby Jones Nef and Jordan. Uh you'll remember that we talked about NEF earlier in the year it being a turnaround campus. So that's really good to see um this overall math and reading data and social studies data. So this is again a positive slide showing increases.

021We move into high school again the same layout. There's some really good improvements here as well. Increases along with Stevens, Taft, Holmes, and Jay. Um, you'll remember we talked about Holmes, Jay, and Stevens earlier in the year also. So, this is what we wanted to see. Really positive overall. It's all I I keep joking about this. Dr. Wood said, "That's a whole lot of green." I'm like, "It is a whole lot of green. That's what you want to see." Um, so then we're going to move into a little bit different look of the data, which we talked earlier about performance levels. So, now we're going to move into looking at specific performance levels and changes by performance level. We've put this together in a different format. Um, so I'm going to spend a little bit

022of time explaining the format first. Um, at the top are the different performance levels and we've done both years to show the difference between 25 and 26 and the change. At the top we've got Northside elementarymentaries, north side non-title elementary averages, and then title one averages. Then we've organized it by turnaround campuses and targeted improvement plan campuses so that you could see uh the improvements by uh performance levels. You can see here me is at plus4 + 12 and plus 10 by performance level. Um which is incredible. And as you'll remember that formula every mast's counts three times every meets counts twice. So that's huge. Martin the same the same great increases plus seven plus 14 plus six. Um Nolton Colonies North Passmore had good increases at their um performance levels. You'll see that Title

023One has positive increases as an average across all performance levels. Susan, let me again [clears throat] not to uh confuse matters but obviously we want students uh to reach the master's uh level meets uh is um obviously grade level or what what is >> um articulated at least through the accountability system is grade level but >> technically passing it approaches >> which almost oxymoronic, but >> you really >> right. You you you've met the standard uh that has been set um >> and you'll need intervention, >> correct? >> You know, >> but it's passing. Yeah. And that's such a great point, Dr. craft because as you what we're really excited about in this data, yes, you've got to get the kids to approaches because that's passing with intervention, but you want to continue to move

024them across to get them to masters. And so you see the big jump with our title one campuses. >> Um, but we're also seeing jumps in our non-title campuses as well. Um, so that trajectory and and I'll say it again, me >> that is that is unbelievable across all three of those levels. That is a huge celebration. >> Now we're going to move into math. Same format, same layout to show the increases of performance level, the changes in performance levels. Um, and again made plus 25 at approaches plus 19 and plus 9. That's incredible. Martin also amazing. two of our C tap campuses really in their math just knocked it out of the park. Um we've had a lot of great great in approaches and meets also for the tip campuses. Um just really positive

025across the board for campuses that really worked hard. I mean everyone worked hard this year, right? But to see that kind of gain working really diligently and and specifically with students with gaps very positive. Move into secondary. We put middle school and and high school together. Um the same layout. We did the the non-title title averages and the overall averages to to show you the differences in change. Um we again marked the tap and tip campuses to show what their performance level changes were. um in meets and in approaches and meets across the board everyone increased which is pretty awesome. middle school, all three performance levels increased >> also pretty spectacular. And that really is one of the contributing factors to that is they really campus is really focused on the ECRS >> and we've

026done the comparison of last year to this year to show how many less zeros there are and it's really great data also really positive. >> Um and so Susan on John J for example is there a way I know um the early college high school and SEA are folded in. Is there a way to say how are the kids doing at early college high school with respect for STAR and um SEA? >> Yes, ma'am. >> Okay, >> you sure can. >> So, do that with all the magnets you can pull in. >> Yeah, that'd be great and Freddy letter. Thank you. >> Yep. You bet. You bet. Those are easy asks. I like those kind of asks. Um so then moving on to the next slide, secondary math. Um >> as a reminder, we we

027had a new curriculum HQAM stem Scopes for middle school. So this is really really positive right because typically there can be kind of a gap right when you start a new curriculum. So this is really positive as well. Nef had a 14 gain on approaches um plus six at meets. And then if you look at the high schools homes and and look at homes as increases at approaches and meets. >> Y >> I know. I like that response. That's great. Yeah. I know it's exciting. Um but across the board again campuses really had a lot of increased achievement which to Dr. Jordan's point is going to also mean increased growth domain too. So that's really positive also. Um so Jay Holmes and Stevens all really really good increases and and Nef with some really good

028increases in math. >> So Diana are you finally smiling? >> Is Diana smiling? SM finally >> you got it. So this is the STAR and EOCC data we have now and so we're going to be getting more. As a matter of fact, we have a meeting I think CNI and admin on the 25th and we're going to spend the whole day together and we're going to be digging into every single nittygritty piece. By then we'll have the accountability subset. We'll be able to look at things by grade level, by um uh student group, all of those kinds of things to really flesh out the picture. I do want to mention again what Susan said at the beginning. This is early assessment results. So we can't use this det to determine A throughF >> because it's

029only looking at one of the domains. But the picture of that is going to be getting clearer over the next few weeks. Um A throughF isn't released officially until August. Uh but Susan and her band of elves >> work their magic behind the scenes. So they they will predict. So we'll have some predictions of A throughF and they're usually pretty darn close if not um on the spot. So that'll be coming in the next month or so. >> And we already know CCMR, right? >> Yeah. So that would >> Yeah. >> And we're we're all good on CCMR. >> So CCMR continues to increase, but it's a slow process and it always trails a year behind because this accountability is 25 grats. So they have and we talked about that last time with the CCMR

030dashboard where they're being much campuses are being much more targeted and specific about ensuring kids get CCMR ready. >> Okay, now we're moving into another metric. We're going to talk about some MAP data. Um y'all have seen these charts before, these graphs. We we go with the same ones to make sure everyone's familiar with it. Um so the first thing and again with map this is K5 data. So it's not three through five. So it may look different in places and that's okay because we've added K1 and two. Um so this is K5 math achievement and growth. So we have 25 the same look of data spring 25 compared to spring 26. On the left side is median fall to growth percentile. So what they did the beginning of the year to where they were

031in the spring. At the bottom is median median achievement. Right? So where you want them is in the green quadrant right in that top right quadrant. So, if you look at the first graph, you can see for math, we're kind of hovering in the lower two quadrants. Um, low growth, low achievement, some high achievement, right? And low growth. Not where you want to live. And if you shift to the right quadrant or the right graph, it's we're almost all in the top right quadrant, the green quadrant. Yeah. Which is where we want to be. Um, I also want to point out, um, that we've got some tip and tap campuses that really needed to have accelerated growth and they did that. You can see red are the tap campuses and then orange is are the

032tip campuses and meat is look how high up they're on growth they are. I mean, they're in the 90th percentile in growth. Um, so this is really the dream of what you want to see. >> Yeah. Bill, I mentioned this this morning earlier at cabinet. Keep in mind with um interim assessments uh on the horizon. This is really what an accountability system in my humble opinion should measure. Uh what we should be measuring is how much do students grow from the end of a year say in third grade to the end of the year in in fourth grade through a process of a a beginning of year or very end of the year beginning semi beginning of the year uh assessment a middle of the year checkup and then another end of the year assessment

033rather than really what we're measuring now which is almost with the STAR and EOCC postmortem uh which is just a summitative assessment um that the data is somewhat used going into the next school year but this is much much from a practitioner standpoint um and speaking from a teachers lens Dr. Carl, to your point earlier in visiting with teachers, to me, this is more optimal in how we really assess, but also work to improve student achievement over the course of a school year rather than a snapshot in time come the end of April and how'd we do? Okay, let's move on >> next. Um, so this is really to Susan's point, probably more exciting to me. Um, in fact, Dr. Fay had them posted on our door for several weeks. Um, >> still there. >>

034Still they're still there. Okay. Um, because this is this is truly a reflection of a culmination of a lot of hard work. Um, and this is kudos, like I say, to our campuses and particularly our teachers uh and administration that um are really they're doing the hard work. >> I just have I don't want to be negative, Nancy, but I am statistics. I'm looking at roads. What happened there? Like that one hardly moved a little bit. >> So, I can answer some of that. Um like I've I've been there quite a few times. Um they were they had some trouble with some vacancies especially with their special education um vacancies. I think they had four three three this year >> four four vacancies and so that made it really difficult um anything else you want

035to add to that Jessica do you want me to add anything else? The contributing factor was the vacancies, right? And it was particular to office, our special students. >> Oh, yeah. >> And so we are working. The good thing is we announced that cabinet is fully staffed. >> Oh, good. And so they all receiving the training and working with and her department coming in to ensure that those teachers that we hired are all experienced. And so we're like yes great but ensuring that they have the training from our site >> and then we'll be providing them the uh walk through and feedback process that we did at our tip and tap schools to ensure that they're given the support they need with our special subops and so when you look at roads and then we

036unpack the data and we'll bring you another report next month um that we have to bring to you that we are working with region you'll see that road specific to their subsca [laughter] students that are um in our schools whether they're doing the pre-clinicals or clinicals a a lot of my students um and I don't know if this is true but I would say about a third maybe a quarter have want to be special ed certified but are not placed in where they could learn the most um in like that would have been great to have them at roads um so is there some some strategic thinking or are they just kind of placed and when I asked Dr. Mifflin, she said, "Well, she just gets the schools and she puts them there." And so

037I always have her move them, you know, just because they need to be with a special ed um either a teacher that has uh collab services or something so that they can get better, but they can also they have a lot to add. They've been already almost teaching. And so I'm just wondering if there's some intentionality about where they're placed or could there be? there can be intentionality. So it would need to be a work between the university and our teaching and learning department. So it's a combo. >> So how could that happen in a way that >> that's something we'll have to explore because to me I think that makes complete sense. >> Yeah. Because they can they'll move them as soon as I say okay email Dr. Mifflin and say you want a

038special ed placement and then she'll call someone at Diana's office and it'll be done. But it seems like if there was a list or something, I don't know. >> Well, we can work we can get it. >> It's just me and there's like a section, right? >> Yeah. Natalie does the residency and all of that. So, we can we'll connect and we can get that moving with the >> she works with HRE. >> Okay. >> Well, I think we're on this topic. Just as a reminder, another layer of support since since we're about the work, um we've got to get them certified, >> right? uh that that's going to be yes the the clinical teaching aspect of learning the ins and outs of the job but as important as that certification uh because again we

039we don't have the flexibility >> special ed bilingual >> and so that that might be another way we look at it because they can they can um avoid their certifications and their PPR and things like that and go teach charter in private and some are doing that because they need some more assistance and more help and it's on all of us to think about those ways but um I think they fall in love with our schools. We just there was some other way to say yeah we really need you and want you and >> you know >> well we need them to be certified. >> Yeah. And and like I say, we I know that teaching learning, they work with our clinical teachers with uh not just special education certification uh exams, but um all

040certification exams. >> We'll try to work >> to nurture the pathway. We we're making some headway. Uh but we still have what are we at? 82 special education vacancies right now. >> Wow. >> Currently. So that's down actually. We were above a hundred just a couple weeks ago. So >> makes a difference. >> We're making progress, but yes, uh that's an area of of absolute hiring need. >> Okay, K5 reading. >> Yeah, you have two slides. So by [laughter] all means continue on. We will leave questions to the end. >> Um so this is K5 reading and this doesn't include any writing. It's only reading. Um so reading, as you all know, is more recursive, right? So you're not going to see the huge spikes in growth and achievement like you do in math. Um,

041but if you look closely, you can see the shift towards the high achievement, high growth. It's just not as pronounced as math is. Um, also note where the tap campuses were last year compared to where they are this year. Um, that same thing being said for our uh tip campuses. But you also, I also just want to point this out because I think it's important is even look at OWI at their increased growth. That also needs to be noted and celebrated, right? Because high achieving, high growth, it's always hard to kind of keep pushing kids as a group to continue to achieve and and grow. So then we have middle school math next. So middle school math um in the quad the the quadrant or the spring 2025 um don't compare it to elementary, right?

042So you see where we are almost predominantly on the lower half and really in the red quadrant that low achievement low growth whereas you go to the right we've got some higher achievement happening and we've got people moving up with growth and that's with HQIM the first year. So that's really positive for our middle school math. Um we move to reading or yeah reading achievement and growth. Um again you can see it's a slight it's a gradual shift up. You can just see the gradual shift up. Um you see where NE was last year and where they are this year substantially higher that same thing. Um and and really most campuses just shifted up. So these are two different looks of data. You know our star data and then our map data for the year.

043Overall really really great gains. It's fun to stand up here and talk about this this year. Um, so now do you have any questions? >> Yeah. So, thank you so much. And trustees, does anyone have any specific questions that they'd like to ask the team? >> I think we've asked you all along al long along the way and thank you so much for all your hard work. >> Yeah, you bet. Thank you. >> Thank you. >> Well, again, thank you Susan, but it's a testament to like say a lot of accumulative really tremendous effort. Um and yes, we have focused obviously with our turnaround campuses, our tip tap campuses, but it's been an allout buyin effort by really campuses across the across the board. We still have work to do, but I think that with

044the coming accountability ratings um as um um maybe as much as I kind of dislike the accountability system, it is great to see student achievement moving in a very positive direction and really um student growth. Um so um like I say, accolades to the entire team uh because There was a lot of hard work. So, >> thank you all. More to come. >> Real quick question. >> Yeah. Oh, Dr. Har. >> Um, so I think not to kind of be a wet blanket, but it'll be nice to see comparable data to see is the rest of the state trending up too. >> Is this an anomaly? Is this Yeah. So, >> and that'll be Yeah. Dr. Harl. So, as we we wanted to get this to you now, which we typically don't we typically don't

045bring early results, >> um we wanted to show it to you. So, as all of that becomes available, we're going to be bringing back to you guys specific grade level, student group, and then north side to north side comparison, north side to the region, north side to the state, >> and then we can even slice it and dice it, compare us to the top five largest. So all of that will be coming to you. >> And I can say this just uh anecdotally speaking to colleagues, this is we're we're a little bit of an anomaly. Uh most have seen flat >> uh with some slight gains, not [clears throat] 17 and 20 point gains. So >> So yes, we'll bring those comparisons once more data becomes available. >> Thank you. Any additional questions? Okay. Um,

046this item is only is for discussion only, so no action is required. Um, next we'll go to um regular agenda item public comment. We value your opinion and we will listen to what you have to say. Although we are restrained by law from taking any action. Um, please address your remarks to the board. Um, confine your remarks to an NISD policy or practice. Limit your remarks to 3 minutes. At three minutes, you will be asked to wrap up your remarks. Um, do not make personal attacks on individuals. I'll pass it on to Superintendent Craft. >> Uh, yes, ma'am. Do we want to go ahead and call uh item 3B? That's uh the individual patron that we have signed up or do we want to take care of 3A first? Um, it's completely uh the board's

047call. >> Um, 3B. >> Okay. And we come back to 3D. Yeah. >> Okay. Uh so with uh 3B our fiscal year 27 budget planning uh signed up as uh Terry Zlaki. Good evening. I hold in my hand. May 2002, the lessons front page. Superintendent Mr. Rollinsson stated, "Throughout its history, North Side has faced the ongoing challenges of rapid growth and limited resources. John J. State basketball championship. John Folks was announced as the new North Side leader. And North Side summer learning opportunities for students was featured on the back page. North Side Teachers of the Years and Warren High School opened. The publication went to every family resident of North Side. Every single one. At some time, this publication stopped, I assume, because of a budget decision. My next quotes are from the Express News,

048which I used to receive in the home delivery print edition. Get the comment there, not made. 2011 [clears throat] spring break, the steps of the Texas capital, a rally entitled Save Texas Schools. Quote from Express News. The rowdy but peaceful gathering, which organizers said numbered at least 11,000, focused on a simple message. Don't abandon children in their future. Don't lay off teachers. Don't increase class sizes. Don't cut music, theater, and art classes. I opened the rally by giving the morning announcements and how this was supposed to go. Then San Antonio Mayor Julian Castro helped him get seated. He was in attendance and Wendy Davis and but I had the distinct pleasure of introducing Dr. Folks who plainly stated as only Dr. Folks could. He called for Governor Perry don't balance the budget on the backs

049of our school children. and he was yelling. 2015 I was on the stage at the Alamo Dome when the Warren validictorian Kalin delivered her remarks excerpt from him. Attending Warren has allowed us the privilege of ignoring disparities of treatment based off of where you come from and your financial means. Thank you, North Side, for providing programs such as the SAT to juniors for free. So, they didn't take it the first time, right? Reducing AP test costs and making dual credit available to provide hours that translate into real savings. North Side has helped provide us with an equal standing with those for whom finances are not an obstacle. a student affirming that North Side budget helped student achievement and I would add taxpayer trust for 75 years. No matter the specific challenges presented, these priorities must

050continue must continue. North Side's mission remains to transform the learning experiences for students. Class dismissed. Thank you. So >> this evening uh with our fiscal year 27 budget planning uh update, what we really wanted to bring forward was a little bit deeper dive into the 11 recommendations as you recall uh was presented by Amy um apologize Campbell uh uh with this TASBY salary study. Um again what we are uh planning uh is to bring forward a recommendation uh for compensation contingent upon a November Vader along with a bond election. But the Vader uh voter approved tax ratification uh election is really what's going to uh support uh the compensation recommendation forthcoming. So, like I say, we wanted to spend a little bit of time uh digging uh deeper into um those recommendations. Um and Monica

051will come back to this item uh momentarily if you can pull up the next presentation. >> Um Michelle, >> I'm sorry. Um and um and then like I say, if you have any questions, uh it's it's really more of an implementation proposed implementation strategy timeline. So Monica, if you could bring up the presentation, there you go. Thank you very much. Okay, so as you remember, Amy was here at the last meeting and went through these items and gave a lot of detail about the items. I do have her paperwork here in case you have questions that I need to go back through, but tonight we wanted to go over our plan for implementing the changes that she brought forward so that you're aware of these plans. So the first recommendation that she brought forward was

052the reorganiz reorganizing our pay structures to simplify pay administration and better align with the market. So we are moving from a fourdigit code. You may be familiar with those four-digit codes. They may start with an AD or a BN and different CT and then numbers in them. Instead of having those codes, we'll be moving into a three-digit numeric code that separates things into things like administration, um, professional, campus-based, and it will realign the job duties so that we can have a minimum midpoint and max that are aligned together in those different job duties. And we are working to implement that plan this summer. So, right now, we are working on that. Gabby is here in the audience and she's working very hard to um to get these items going. You'll see a theme as we

053go through here and we'll summarize the things that we will be working on to implement this summer, the things that we will implement in November that would come along with a Vader and then the things that will be ongoing for a while. The next recommendation was adopt a general pay increase uh to maintain market position and that would as we've talked about be part of our budget that we would ask the board to approve contingent on passing evader in November and making that retroactive back to the beginning of the work contract. They want to make sure that you um know that right now we're proposing that 2% general pay increase off the median of that pay grade that they would be in. The third recommendation is to provide adjustments to address market differences and maintain

054equity. I should have said on the previous slide, the piece of the 2% general pay increase is about $15 million. If you remember, her proposal was $35 million. This piece right here is actually 17 million of the 35 million that she brought forward of providing adjustments to address the market differences and maintaining equity. So there's more money in this piece than the actual GPI, though the GPI of course is $15 million. So what this piece would do is take every one of our North Side current employees and ensure that everyone is at least 1% above the minimum. What that allows for is that any new employees coming into North Side would not be paid as much as the current employees that are in that same pay grade. So providing some longevity for being a North

055Side employee, moving that up. And then of course there are also the targeted uh pay adjustments that she mentioned based on years of experience and the job duties in the market that is around us. Again this would be November based on the Vader. Also the third thing that would be recommended to implement with uh the Vader adoption in November of 2026 is stipens that would align to the stipen values that she found by looking at other districts in the area. Many of these are the fine arts and athletic stipens that she's recommending and some actually would be a decrease, some would be an increase. So, we would propose that any that would be a decrease, they would remain hold harmless for a year and receive the notification that it would decrease the next year. And

056we have that um down at the bottom that would uh hold harmless for one year. And one of the reasons for that is that we would start this year uh this coming school year with the current stipen amount and would in November make those adjustments. So we would give notice that it would be for the next year. Recommendation number five is provide supplemental duty agreements and job descriptions to all employee receiving extra duty stipens. So basically a stipen agreement. And so we're working on that right now with our IT staff to work on trying to get something electronic that would look somewhat like our contracts so that the employee would actually sign off saying that I know that I'm getting this stipen. This is what it's for. this is how much I'm going to be

057paid for it and it could change next year. So, that we're working on. We actually have some stipens already that we have um have in place for next year that we have had people sign off on these agreements. And so, we're starting the process as a manual process right now, but we're hoping to be able to get electronic before we roll this out for the next school year for at least some of the stipens. Some of them may still need to be manual, but working on that process. >> And Dr. Dudon has a question. >> Yes, ma'am. >> Sorry to interrupt. I was starting to do my process analysis and comparing, but these are like um compounded recommendations. They're not like either or choices. Correct. >> Some of them are out. It's a combination I

058would say of both because you know the 2% GPI we could do that standalone. We could do the um [clears throat] I'm trying to think the the realignment of the pay structure that could be done as a standalone without giving any GPI. In fact, we will be doing that. We will be taking recommendation number one and working it right now. Whereas the GPI would come in in November. So those >> they're not all compounded. >> Yeah. Let me let me see if I can try to I think I understand >> which ones do I need to look at to compare which choice I'm going to make. >> Oh >> well here here is what we are proposing. >> Yeah. And on the 23rd, you're going to you're going to receive really a very comprehensive the

059actual salary study. Um it will be voluminous. I just forewarn you. What we're planning to recommend is again contingent upon the Vader uh assuming the board uh goes ahead and calls for the election in November and this will be August 17th. Uh >> 11th 11th >> 11th. Excuse me. We backed it up. Thank you. Um, it's going to be uh a comprehensive approach to address stipens, to address supplemental pay, to address a general pay increase, to address market adjustments. Uh, we want to try to bring positions that again are not quite at market all the way up uh to market. As Megan articulated, we want to we want to make sure or ensure that we're creating salary schedules that don't lead uh or provide the opportunity for compression. Uh which is really important. Um the

060new employees not making more than our experienced or returning employees is going to be real important. So it's it's it's a combination. It's a it's it's going to it will be a package in essence. And not to say that you won't have the opportunity to cherrypick pieces out. I would encourage uh the board to really look at this because these 11 recommendations or at least nine of the 11 I'll argue is an opportunity to fix some things um that will be sustainable and going forward. Um and these are these are rare opportunities. They really are. It it will be very difficult uh to try to take a a comprehensive approach to fixing multiple challenges that are probably in the aggregate a culmination of years in the make making uh to do so just from a

061resource uh uh ability. Um, so I want to be as clear as possible that the recommendations are really in the aggregate in combination. There are just some things like stipens being [clears throat] rolled into salary, but then also some of the stipens, they just need to really be turned into supplemental pay. Uh, in other words, if duties are being performed before or after the contract day, that's how it needs to be paid rather than a $500 or $1,000 stipen that may entail two or three days of work. [snorts] Um, and I'm I'm not say citing specific examples, but um th those are the things that we're trying to fix mechanically. I don't know if that answers the question, Dr. Cron. >> Yeah. So like for example rec two and three those can be done at

062the same time. >> Yeah. >> All of these can be done at the same time. >> That's exactly what we're planning and and a lot of it was contingent to get upon the passage of evader but >> this was the plan to solve a whole lot of things through the 11 recommendations. Uh some more instantaneously i.e. this summer some was they're just going to from a work process work load standpoint are just going to take a little bit a little bit >> asking for the last three years. So thank you. [laughter] >> You're welcome. >> Um Dr. Harl also has a question. >> Yes ma'am. >> So this looks like a great opportunity to level set too. So, I want to make sure um it will be coming from um because there seemed to be

063some looseness in how stipens were done at one school and someone else was getting more at another and there was some um some communication opportunities with roles and responsibilities and deliverables that varied from school to school. So, this would be coming straight from the >> correct. Yeah, we're going to clean that up. >> And it would be very clear. >> Yes. >> So the stipens will be standardized. They'll be standard. >> The supplemental pay will allow for say after school tutoring that >> depending on hours given provided and need and all >> and that will as a >> that will be standardized. >> It will be also >> the rate will be rate. Exactly. But but as a function of just cleaning up stipens versus supplemental pay, that will be the in essence the function

064of the discrepancies with the stipens across >> campuses. Great. >> So we agree with all of the recommendations that she's made. So we're planning to implement all of them. It's the timeline of when to implement them. >> Just to add to what Dr. Sorry, piggybacking. The stipens still give the principal the ability to select whatever campus person they want to ask to do the after school care or does that happen to HR still? >> This question >> I think it I was going to say I think it depends on the stipen. Uh you think of we give stipens for coaches and so the coaches you know that's a hiring process that goes through HR but the principal is still the one selecting the person they want to hire. So, it's a I'm not sure how

065to answer that. >> A combination >> like to be the sponsor for the National Junior Honors Society. Yes. Somebody would quit and then maybe somebody else would have to change year from year. They can still do that. >> Yeah. Absolutely. Absolutely. >> Things um like the yearbook person that receives a stipen and there's some you know there's a we have a lot of stipen that are >> the principal needs to go find someone on the campus that's willing to do that, right? and they have that discretion to go find the person that's >> and then Miss Sabata has a question >> on these um the next meeting that we're going to have you'll have more information as far as like um how much some of these stipens are going to either go up or go

066down, right? >> Yes, ma'am. I will have the report from her. >> Okay. That would be including like athletic stipens, campus stipens, everything. >> Yes, ma'am. Yes. along with I mean like I say the the the report is going to be very comprehensive along with market adjustments the cost associated with those adjustments what a 2% general pay increase entails like I say it will be a pretty in-depth uh report >> it will show specific roles it and so the reason why you don't have it yet is because we've been analyzing it and looking at it and making sure that there weren't assumptions made that needed to be clarified and so actually I sent her the um sent Miss Campbell the list of are things we ask her to go back and look into because we

067think she may have made some incorrect assumptions and so she's got to work through all of those before we can release a draft. >> And Dr. Hall has a follow-up question. >> Yeah. Would there be an opportunity or flexibility to um allow a campus um maybe it's not specified in uh Miss Campbell's work or at the district level but let's say choir was cut because of there wasn't enough participation right and we had to move those students into um musical theater or something but they had a person who wanted to come after school to do choir some more after school support for some of the programs that we've had to make decisions about. >> Is there flexibility of that? Would there be a process in place for them to say this wasn't mentioned, but I'd

068love to have choir on Tuesday, Thursday? >> Yes, we we have had many conversations and we will continue to have many conversations as we're writing we're writing administrative regulations around the stipens and the supplemental pay to document the rates and the types. And I actually said to our staff today, we were meeting on it and I said, "This will not be the final draft because we're going to forget about things. We're not going to be aware about of things." So, I've got a feeling those admin rags will change many times over the next year as things come to us and and we'll have to be flexible. There will be oneoff things that come to us um that we just will need to bring them forward possibly to senior staff or cabinet to get them approved

069before they go forward. So, the the flexibility will be there, but it will be a little more organized. will be there'll be a process for it rather than just um entering in a pay for it. >> And Trusty Sabat has a follow-up question. >> Um I'm not complaining, but I I I know that you had mentioned TASBY said it would cost us 30 million. >> 35 million. Yes. >> But then we're able to do it for 17. >> No, no, a piece of it is 17. So the I'm sorry if I misspoke. The general pay increase, the 2% is 15.4 million. Okay. and the implementation of the equity adjustments and the moving all employees to be at least at 1% above minimum is 17 million. That does include the $15 per hour rate too other

070than learning tree. I want to make sure that's clear that the learning tree is not the part of the $15 per hour but the others that includes all of that that piece. So together and then there's stipen adjustments that all together is the $35 million package. Okay. Yes, ma'am. >> You ready for me to move on? >> Yes. Okay. And at the end it will summarize it by the different time frames. Maybe I should have put that at the beginning. So recommendation number six is the stipens and we've really talked through that but the we have stipens that will either be rolled into base pay that would be paid as supplemental pay and or and or discontinued. And so what we were just talking about, but the pieces that I want you to know that

071we are planning to roll into base pay and again Gabby's doing this work right now and we're meeting on a regular basis to talk about making sure we do it right is if you have a positionbased stipen for example you're getting a stipen because you are an athletic trainer and we give every athletic trainer a stipen instead of having a stipen it will be rolled into your base pay. We'll do that this summer and so the daily rates will change. Uh similarly the days that we the stipens that we give for extra days in our contract. So you show as being a 187 day employee but we give you a stipen to come in 10 extra days. We're going to roll that into your calendar and you'll actually be 197day employee and you'll see that

072work calendar. So those stipens will truly be discontinued. We will not offer them going forward. They will be rolled into base pay and anyone that's hired in those positions moving forward will be on those new calendars or at that new pay grade. system. So that's a lot of work. We are doing that this summer. There is not additional cost to that. Uh but it will look a little different for that employee. So I want you to be prepared for that. Again, and I say on that the summer of 2026 through 2027, I'm afraid we will find some stipens that we should have done this to through the year and we'll wait until next summer to implement them because it stipens are hard to change mid year. So we'd want to wait. Recommendation number seven is

073reducing the number of duty calendars used by the district. We have 36 different duty calendars. That is a large number. Um, we're working on this. It's harder than you would think. It's, you know, like many things, you say, "Okay, we can do that." When we start working on it, uh, it's just not as easy as we would we would think. So, we're probably going to move it down to say 33 or 34. But, this is going to be a long-term project to try to um consolidate some of those the calendars. And some of them are that they may be we may have three different 210 day calendars because one group wants to start three days earlier than another one and one group wants to start one day earlier. And so we're going to have to

074work together to negotiate and see how we can try to reduce some of these calendars. So that will be ongoing work. >> You just dump it in AI. [laughter] >> We should try that. Where's Chris? I saw him over there earlier. We'll have >> So [laughter] So this one is one we we absolutely agree with. But getting to the finish line is going to be a little more difficult. Considering a staffing review to assess staffing levels through the district. We absolutely agree with this. Also, TASBY does offer this service, but it is um not inexpensive. So, we're going to hold on recommending coming through an agreement and we're going to continue to work on doing this ourselves. We've been doing this, you know, I've been here about 16 months now. And since I started, y'all

075were already doing this. And basically, anytime there's a vacancy that's not at a campus, we evaluate it and say, "Do we really need this position? Can we combine it with other duties somewhere else? Can we consolidate departments to bring them closer together so that we are um being more efficient?" So, as we're as we're decreasing enrollment, we're trying and decreasing staff, trying to bring some of these things that were separated out back together through vacancies. So, we've been working on that again since before I came in. >> Yeah, I I I'll kind of paraphrase this as well. If you recall the slide of our uh student enrollment and how we we're trending from a staffing uh model, what we're working to uh achieve is to get in line more in line with our the student

076population that we're serving. If you recall, we had a student population that was on the decline. We had staffing that was definitely on the the increase as a result of uh support instructional support services that were needed as a result funds. Now we've got to get back level set to like I say a staffing uh level >> that is like I say truly reflective of our student population. So to Megan's point uh starting three years ago every position uh especially uh coordinator director above was reviewed and we were determining and they were these were difficult conversations uh as a result of a a employee departing. uh uh is this a position that we can absorb uh and potentially uh consolidate with another position, maybe move to another department. Um we have not added staff um

077over the past three years. In fact, it's just been the opposite. We've been gradually working to reduce uh and going going forward um and we'll continue to do so. Um this is again um the scalpel approach rather than a hatchet approach which I will argue uh as you kind of just survey what's happening across school districts um is a much less painful approach. Um um so that that's our plan uh continuing going forward >> indefinitely honestly um is this will be a very long-term piece. Recommendation number nine is consider revising reporting relationships and organizational structures. Very similarly that you know we have um Amy identified that we have departments that are too flat and we need to have a more um hierarchal uh structure and that is a part of the same work as the

078previous one. As vacate vacancies come we look and see how we can better align these positions as well as saving positions reducing positions. Recommendation number 10 is reviewing and updating job descriptions to ensure they're current and accurate for all positions. So, one of the things that we found is that we have had some positions that are um the job description is a little more generic like it may be specialist. Well, we may have specialist in 10 different departments. So, those specialist job duties are very different from transportation to whole child. And so, making the job description fit the specific job that's there. And so that's the work that HR has already started and we're working on that, but it's going to take some time when you have this many jobs that we're doing. And similarly

079to recommendation number 11 is the job titles. Similar situation. So as we have a job title change and Gabby is working on this work also with that new structure that was in recommendation number one. We're taking the job titles and mirroring those where it would say specialist transportation, not just specialist, so that we can actually see where that specific job is in those pay grades that we're working through. So again, we're um this part we we plan to do it all in the summer as we're updating those pay grades for the titles. The job descriptions will take longer that follow through those. >> Well, I I don't mean to speak for Gabby and her team, but that will really help with PCN control. And what I mean by that is from a budgeting standpoint, uh

080each position is assigned a PCN uh number that that should help really clean some things up. Uh so that the board uh from just a again a personnel or really from just a budgeting personnel management standpoint uh really hone in on we know exactly um which job is assigned to which PCN and what that position uh actually does uh each and every day. >> So those are the 11 recommendations. So, as you heard, we have about six of them that we [clears throat] plan to roll out this summer. We're working on right now. And so, as the new work calendar starts, so some of our employees start with a work calendar that starts in July and some start in August and some start in September. So, as those new work calendars roll out, we will

081have this um those seven six sorry, six um recommendations rolled in for those employees at that time. And then we have three recommendations. The general pay increase, the market pay adjustment, and the market styman adjustments that we would make this part of our contingent compensation plan. And we would ask the board to approve that. And uh we would want to bring the for that forward on the 23rd. If Amy is finished with that reports, hard two reports, and have them ready to release, then we would provide that to the board and ask the board to consider those three recommendations as a contingent compensation plan uh to approve at the June 23rd board meeting. >> And I apologize that jumping back to the recommendation 11, it's position control number uh PCN. >> Yes, position control. I

082was going to say that is yeah, I I understand that one so it didn't phase me. I apologize. >> Well, number It's It's really important. >> It's like teas and Megan. >> Yeah. No, I [laughter] I'm sorry that No, that was on me. I >> No, that's what I have. >> But it is >> I need a glossery. >> It's really really important because 88% of our operating budget is personnel related expenditures, i.e. compensation benefits. You'd be surprised uh with an organization of 11,000 plus employees. Sometimes PCN's can get a little tricky and messy and in the aggregate you can look up and wait a minute [laughter] we we we've got actually 11,500 PCN's rather than 11,000 which is what we've been budgeting based upon. And that sounds kind of crazy but it can happen.

083>> It happens right. It does. It's >> not going to happen to us uh because we've got >> you have to have the controls in place. >> Yeah. >> Absolutely. Okay. And then Miss Abata had a question. Yes, ma'am. >> U Megan, if we up up update or go forward with these um three recommendations to continue to um work up through the summer, would we lose any positions or would would we lose any positions? Would anybody be out of a from here on out like >> No. Okay. So, we've talked about that right now we're doing everything through attrition. So, we are finding jobs for people that are displaced and we are working through attrition. So, every time there's a vacancy, I know yesterday we had senior staff. Uh, Tiffany brought forward a presentation to

084we have a vacancy now. We'd like to combine another job to do that job. They're going to move to another department. So, that's the kind of work we're doing is shuffling around. Um, but no, we have not displaced individuals at this point. Like I say, there there will not be >> um and you'll see this in the next presentation, there won't be a reduction in force uh recommendation and and so again it may not be the same job but our objectives will remain our objective uh to will remain to protect jobs. Everyone will be will have a a job and to protect the integrity of our our programming. Um, and >> again, I think that we're positioning ourselves for uh fiscal year 27 budget to be able to do just that. >> I think it's

085important. I actually had someone recently come to me and say, you know, should we be concerned about the jobs and placement? And I said, you need to watch the board meetings. I said, because before there could be a reduction in force, the board would have to declare financial exigency. That has not happened. We're not recommending that happen. And so until that would happen, that would be your first sign that there might be a reduction in force coming. So, >> well, I'll just go ahead and say this, Megan. I think it'd be safe to say that >> you have board policy uh that dictates the declaration of financial agency, you won't qualify, >> right? >> Yeah. So, we wouldn't even be able to make the recommendation or board policy >> if that was the desire, which

086is not obviously, but it won't meet the criteria >> for us to even make that recommendation. >> And Megan, is that the last slide to start discussion or >> I thought that we had a a summary slide. I had it in my presentation, but >> we have it in our presentation. Yeah, we have it >> in our presentation. Yes, but it's not on this presentation. >> Okay. Well, thank you. And any questions? I know Dr. Harl had a question. >> Yeah. Um, and Megan, you both both you and Dr. Crafts um because that that has been brought um to not just my attention but probably you know like who's next on the on the block. And so that kind of verbiage I would love to have to say back the same way if you don't

087mind. Um the other question that came up is um and it came uh recently from an IIA who was in one IA situation but still wants to be in the district and let's say the only positions are a specialed IIA. Would they could they get um training not on their dime but could they get help in that kind of a a lateral move IIIA to IIA? They special eds wasn't what I got into it for, Carol. I got into it for library and reading and things like that. >> Well, that responsibility lies on us as a school district. >> Have they reached out? Have you had people reach out and say, "I want to stay in the district and I want to do a lateral, but um like I don't know anything about special ed

088or I don't know anything about whatever." >> I have not. That doesn't mean it hasn't. >> Okay. Maybe someone in your department or >> Yeah. Okay, that's what I've been saying. Stay in the district and we'll get you there. But the specifics would lie with HR or >> call the special ed department and they can advise. C >> Kathleen is uh >> we'll take you. [laughter] >> I think I think it's safe to say, Kathleen, that not only is it our responsibility, [laughter] but ultimately we want to provide that training and support because we need that individual to be successful right from day one. when you saw the SISD um article, I think probably Scott wrote it. I don't know. Um Scott, did you write it? >> No. But [clears throat] it was the one

089whereability. I think >> they're growing their own IAS right from the classroom to the classroom. And so let's steal like an artist. Um >> it's not stealing if it's a great idea. [laughter] >> If I may one one final comment. Again, this compensation plan is contingent upon the passage of the three golden pennies invader. >> Now, I will say this, we we are planning to meet uh with our citizen bond uh committee on Monday. Um we have uh since uh then surveyed the community. uh we've got a valid and reliable sample size and I will say that both the Vader and the bond uh which will be presenting this information this data uh to the uh CBC meeting on Monday are very favorable particularly after it's the information education has been received uh both the

090bond and the Vader right now with a plus minus 5% error uh is or both are uh over 60% So that's promising. Uh usually this survey is a pretty good indication of kind of where we stand. Uh and while we still have a lot of education, a lot of work ahead of us, I take that for granted. We're on great footing and going forward. Um like I say, a plus 60 or excuse me, a 60 with a plus minus 5%. That's a that's a great start. Um, so I'm pretty confident that I think our our community is going to understand the need uh and is um definitely willing in and wanting to to answer the call. More to come. >> Thanks. Any other Oh, Miss Sabata, >> this needs a motion. >> No, this is

091just um this just a discussion item. So, no. So, just want to make sure nobody has any other No. >> Oh, I had one. >> Yeah. Yeah. So, um yesterday I spent the day with um Nef at their retreat um doing their visioning and budgeting and all that. Megan started off the day with um Vader and Bond, which was really good. Um, but throughout the day it was interesting being able to talk to them from a um um we don't have the the language yet, the common language around the differences between a Vader and um and I've been looking and I haven't found it, but there's a one pager >> that's really good about a Vader does this. >> I hope I have that for you Monday. Yeah, I did a a presentation today at

092cabinet and I have I hope it's a good one pager that shows that >> it but talking about it was really good yesterday. So you probably have like 30 more people who can talk about it, but that one pager that could be laminated and >> we've got it. Megan is already uh it it will like I say be presented at CBC on Monday and then we'll be utilizing it going forward >> and hopefully I tried to I tried to encompass you know general fund is also mainten maintenance and operation and that is a vader debt service is also interest and syncing and that is a bond because there's so many words that are interchangeable that get very confusing so that we have one page that has that on it >> and no acronyms >> I

093Well, Vader Bader is an acronym. So, so that's but yes. >> Yes. So, so I can't I >> I think we can probably one acronym >> tax ratification election. >> Go back to old school language. >> So, come Monday night and hopefully you'll like that part of the presentation. >> Okay. Just want to make sure no one else has any discussion items. If not, thank you so much for that great presentation >> and this will be part of a small piece of that for Monday night too to talk about the the what TASBY has recommended and what we plan to implement. >> Perfect. So, thank you. This item is a discussion item and requires no action for tonight. We will now move to item 3A which is debit management plan update. >> Yes. So, we

094have Michelle Aragon. If you would come to the front, Michelle. So, Michelle is our financial adviser with Hilltop and she is wonderful. She's also a parent in the school district and pays our taxes. So, thank you for that Michelle. Um, so get that plug in there for you. [laughter] Um, >> proud parent. >> Yes. Uh, so yes, we do appreciate it. So, uh, and she also is sits on some of our advisory committees, too. So, thank you for that work, too. So, Michelle is going to give us a presentation tonight. We had a bond sale just recently on the 2nd, June 2nd, where we had some refunding and some new money issue um, bond sales and we had to go through the the bond rating um, process through that. that will also be part of

095our Monday night presentation is that process and she's gonna give us a summary of the transaction and talk about how the transaction went. So, thank you Michelle. >> Thank you, Megan. Well, thank you for having me here this evening. Um, as Megan said, so back in October, the board approved bond parameter orders to issue bonds and so this is one of the issues uh from that approval. So, on Oh, I don't Thank you. Okay. So, on slide four um we talk about the bond issue and so there was two components. There's a new money component which will provide 100 million for projects from the May 22 bond authorization, a refunding component, the refinance 147.025 million of the district's outstanding bonds for savings. And then we have the financing team right there in the middle. On

096the next slide, we talk about the credit ratings. Uh the district is rated by Moody's Investor Service and Fitch ratings. both of the district's ratings were affirmed. And then right there in the middle are some of the statements that the uh credit rating agencies made. And so um there a lot there was a lot of words there but mainly um there were uh good comments talking about the financial uh stability of the district's finance team of the large economy of San Antonio and uh just uh about the really the how the district manages the finances. Uh the last bullet point talks about the PSF guarantee and so the TA agency provides the PSF guarantee which takes the ratings on the bonds all the way to the highest level AAA. The next slide talks about the

097order process. So the underwriting syndicate collected over 1.6 billion in orders from 83 different investor accounts. Right there is a little uh subset of various accounts that bought the B or that put in orders for the district's bonds. When there are more orders than bonds, that's called overs subscription. So that's a good thing. And so we were seven times overs subscribed for the district's bonds. And when we're have that over subscription, we're able to make changes to the yields on the bonds. So we were able to lower the yield for every maturity from one basis point to 14 basis points. These yield restrictions uh reductions allowed us to lower the total interest cost of the bonds. The next page talks about the new money component. So the par amount is 95.45 million uh which represents

098100 million deposit to the project fund. This is a 30-year level debt service structure with maturities August 15, 2027 through August 15, 203. They are callable, which means we can pay them off uh early on August 15, 2035. The true interest cost is a 4.356% and average annual debt service is 6.086 million. And there you can see the level debt service the summary for the refunding component. So the par amount for the refunding component is 132.425 billion. We refunded portions of five of the district's outstanding bond issues and so they're listed there. We took the maturities that produced the most savings. So debt service savings which means reduction in debt service. Uh that refunded bond par amount was 147.0 025 million. We did level savings throughout the bonds maturities August 15 through 20 2027 through

099August 15, 2038. Uh they're also callable on August 15, 2035. The two interest cost is a 3.093%. And then uh the good stuff is information on the right, which is the savings, the debt service savings. So total gross savings was 7.63 million on a present value basis at 6.2 244 million as a percentage of refunded bonds. That represents 4.247% and average annual savings just under uh 636,000. Overall, um it was a great transaction. We came in below all of our original uh predictions and saved more money than we were estimating back in April when we started the whole process. >> Any any question? anything to add or questions? >> So, you may be asking why is this remotely important [laughter] and I I will argue that it's it's very important because as we talk about

100uh the preparation that is going into the CBC, this is a pretty good indication of the stewardship of district resources. And and when I say district resources, it's really taxpayer uh resources. uh when we talk about selling tranches of of bonds and going out for the initial rating but then also seeing how the the market uh investors in essence respond. This is usually a pretty good indication of uh the trust but also the work and um in essence uh the confidence level uh that individuals particularly buying these bonds have uh in looking at risk and associated uh risk. And so, um, I think it's safe to say, and Michelle, please correct me if I'm wrong, that, you know, gi given the again financial landscape that, uh, school districts across the state are working to navigate,

101this is a pretty this is a pretty good, uh, report card, uh, in regards to the management particularly of our debt uh, portfolio. That's great. Yes. And so I think that's important particularly as we segue into the next conversation or the forthcoming conversations beginning next week uh with our community uh asking for support uh or having them consider support with Evader but also a billion dollars uh in additional resources. um that the the money is being well managed. Um uh and custodialship is is custo custodianship is is um I would say well well above uh average. >> Yes. Absolutely. Absolutely. So yes. So the underlying ratings there's a scale of the ratings and so even though we have the PSF guarantee which is the AAA the underlying ratings are only one notch under that. So

102>> that's fantastic. And even with if you saw one of the statements from Fitch, they mentioned the pressures on the general fund and the reductions, but still staying above that 30% level of expenditures and they continuously praised the district staff and history. >> Um Dr. Udon has a question >> just a comment like my background is financial planning. So tripleA bond is the highest you can achieve. >> That's correct. That's correct. And the higher the rating, the more safe the investment and so you're going to get a lower rate. And so that's why the credit ratings are so important. >> And again, we want to hear. >> And one other note, and I know um Tiffany Megan, um when we were on calls getting ready to sell the bonds, um we've heard multiple times from

103different underwriters, North Side is the premier credit. And um it's with what's going on the market right now with the uh conflict in Iran, the markets can be volatile and so we were a little bit nervous going in uh but it went very well and we just kept hearing over and over which you know we're used to hearing the name of North Side means something and uh people people want your bonds. >> Yay. >> Any other additional? >> No. Okay. Thank you so much for all your hard work. >> Thank you. Um so the item is just forformational purposes only and so thank you. Um that takes us to our superintendent. >> Y uh so uh looking forward uh again at the June 23rd meeting. Um we'd like to provide an update uh or the

104annual report actually for our school health advisory council. So we'll have our chair uh here uh which is obviously one of our parent volunteers to provide that report. Um we are going to have the opportunity to meet with our academics committee on the 16th. Uh so we'll discuss many of the items that we're going to look or ask uh the committee to take a look at putting on the uh consent agenda. But this is really in preparation for the upcoming school year to include PE waiver, staff development uh waiver, uh the district professional learning uh plan, our foreign exchange student waiver, um teaching permits. I mean, you kind of see the again gearing up in preparation for the the school year. We'd also like to bring forward our uh health insurance and u uh pharmacy.

105Um so Ben and his department uh with uh risk management has been working through the procurement um and preparation for uh plan year 27 already uh which will start the open enrollment process in October. And so uh what we've tried to do and I know Ben has worked diligently at this is we're we're trying to keep rates um as flat as as we possibly can even though the health insurance industry right now is making it very difficult to do so without having to significantly change plan designs. Um, now that being said, there will be suggested plan design uh review or or modifications, but I don't think that they're going to be too significant. And I think we'll be able to, like I say, provide a very very robust u in um optimal uh health and

106and pharmacy uh plan. Uh we're going to bring forward an update. This was a request out of a committee meeting um with our uh high high crime rate and students walking to to school. Um so uh we'll have that report. Uh we need to bring back our board operating procedures. We'll have a quick overview debrief of the bond uh uh citizens bond committee meeting CBC meeting from June 15th. Um and then we'll have uh likely some more appointments um in preparation like I say for the start of a school year. So um that's what we have like I say in the works uh for the uh draft agenda for the 23rd. >> Dr. >> Oh wait for what? >> Oh what reports catch us on the 23rd? Yeah, the 23rd. Well, Dr. Harl, >> yeah,

107I I do have one just um I don't know if it's a point of privilege or pride or both, but um this Saturday um we lost we lost a huge uh friend of u public ed and she was a a reporter at Express News, Gloria Padilla. She ran the ed editorial board who interviewed uh future trustees um but covered public ed with the heart and soul of um a mother who had a daughter in public ed in uh northeast school district. Um, but also, um, and Scott, you might want to add something that I left off, but a huge champion of public ed and, um, equity, quality, everything good and wonderful for children in the state of Texas and was a first class reporter and probably a friend of yours. >> Well, I didn't add

108that part because she actually [laughter] went to UT Austin and, you know, >> but she was and she helped me a lot which was a good warm up to this. [laughter] >> I'm glad you think so. But um she she was just genuine and wonderful and incredible and did retire um and travel and do some fun things. But her funeral is this Saturday at 3:00 at sunset. And um I think uh you know one way to honor her at least in my eyes is is you know donating to the North Side Education Foundation because she would want it to go back to kids um in some shape or form. So anyway, thanks for for listening to me. >> Thank you. >> Shout her name out loud. >> Yeah. Dr. Duran also has a point of

109>> I I just wanted to thank everyone for the the graduations that went very smoothly and we had a great celebration of of success for North Side. But seeing all of those graduates and then spending time with all of the trustees is always nice and thank you all for making everything really special. The food was really good um this year [laughter] is important for us that camp out all day there. But also, um, I want to thank the community for how, um, how welcoming we were to, um, the New York Knicks in our city because I spoke to some of those moms. I had privilege of being able to talk to some of the the players and I said, "How is everyone treating you in San Antonio?" And they said, "You guys are super nice."

110And they were like, "I don't know that we would be able to say the same." and unfortunately, but I just wanted to let you know cuz they were staying in our north side area and they were experiencing our north side residents. So, I just want to thank you all for for showing um how kind and classy we are here in San Antonio. Um everyone Oh no, it's early. Um the board will now convene into close session in accordance with Texas Governance Code section 551.71, 551.072, 551.073, 5551.074, 551.076, 551082, and 55184. No action will be taken in close session, and any decision will be made when the board reconvenes in open session. The time is now 7:36 and we will go to close session. Is now 9:37 p.m. and the board is reconvening into open session.

111No action was taken in close session. Um there will be no action taken regarding the agenda. Oh. All right. There will be no action taken regarding the agenda. What? >> 5A. >> Oh, yes. >> Oh, are there any motions? I have a motion. Mata. >> Yes. Um 5A was for discussion. I move um to approve items B through E as discussed in close session. >> Any second? Oh, Secretary. >> Actually, I believe it's C. Yeah, C through F. Sorry. >> Correction. >> Oh, yes. Correct. Thank you. >> C through F. Oh, you know what? Because I have here It is as discussed because the others will we'll re will take care of that invoice. >> You have this one. >> Okay. I'm sorry. >> Right. Because there was two that were >> Yeah, there were

112four appointments, >> right? >> And two assignments. >> Two of them turned to assignments. as discussed, which is correct, and we'll make the corrections in. >> Yeah, cuz we're only So, the motion is to approve the appointments as discussed in close session. Correct. >> Yes. >> And then second by Dr. Luran. Um, any discussion? >> Okay. All in favor? I >> Any opposed? Motion carries. And um unless there are any objective objections with um we will now adjourn this meeting hearing none. The time is 9:39 and this meeting of the NISD board of trustees is adjourned.