001Okay, I call this meeting of the Conroe ISD um board meeting to order. Per Wait, I've got to switch. We had a change. Oh, wait. Did you Is this the one you just gave me? I'm sorry, Miss Burlock. Um per policy board, um Texas Government Code 551.07, 07 any citizens who have Oh, wait. This is public comment. This is not the call the meeting to order. Sorry. We had a a had to have a special meeting. We've had some changes. I'm sorry. No, not the special meeting. That was the one we needed for. Um I do want to state that this is a special meeting. I'll get the education code. I can go forward on it for right now. um with some changes with this being a special meeting and not a workshop anymore, we
002had to change the opening uh comments out. But um in per the the board policy, we are in order. We have a quorum present. We have trustee uh Horton is streaming in as well as the trustees that are here today. Um the time is 9:34 and we are officially in session. Trustee May will open us in prayer and trustee Simler will lead us in the pledges today. Dear heavenly father, thank you so much for bringing us here today. Thank you for our summers where we can refresh and renew. Thank you for all that have gathered here today to celebrate appointments. Um thank you for our dedicated employees that work through the summer. Um, please keep our families and students and employees safe this summer as they travel out um on vacations. And Lord, we just
003thank you so much for Conrad. I pray this all in Jesus's name. Amen. I pledge allegiance to the flag of the United States of America and to the republic for which 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. Just to make sure we've covered all the right wording, I just would like to state that the let the record show that a quorum of members is present. The meeting has been duly called and the notice of this meeting has been posted in accordance with Texas Open Meetings Act, Texas Government Code Chapter 551. All right, moving on to public comment. I do want to state just for the trustees, those watching, and for
004um those in the audience that there has been a shift in a change in some items on the agenda. We're going to do items one and two, then we're going to skip down to actually item five and then uh six and then come back to legal on item four. that way we can get to our special uh recognition and appointing of uh principles and so forth uh and not uh hold up that celebration. So uh right now we're going to go into public comment per board policy beed and Texas government code section 551.07 citizen particip any citizen who has signed up may address the board regarding any topics for items posted on today's agenda. If a citizen has signed up to speak on any matter other than today's posted agenda items, he or she is
005welcome to make comments to the board at the board's regular meeting on July 15th when the board hears comments about both posted agenda items and non-aggenda items. Each speaker will be given two minutes to present their comments to the board. Screens around the room will display the speaker's time. When the countdown timer reaches zero, the next speaker will be called. Miss Burlock, please call our first speaker, Michelle Knuckles. Um, good morning, members of the board. Um, Dr. Lane. Oh, is it Hello. Okay, go ahead. Okay. Um, I'm here today to respectfully ask that you consider allowing homeschool and private school students the opportunity to try out for UIL sports and activities. Our families contribute significantly to this community. We pay property taxes, often substantial, while also covering the cost of our own curriculum and private
006school tuitions. Um, in doing so, we save the district thousands of dollars per student each year. Uh, many homeschool families are also include children with special needs, families who turn to homeschooling after exhausting efforts to secure adequate services through the district. Uh these families often face repeated denials, delays, and b the burden of hiring special education advocates. Um their choice to homeschool has also resulted in meaningful cost savings for the district. In 2021, the Texas legislature passed the Tim Tibo law, giving students uh school districts, I'm sorry, giving school districts the option to allow uh homeschool students to participate in UIL extracurricular activities. Several districts across Texas have already adopted this policy with positive results. Um we simply ask for uh that the district allow um follow their lead and extend this opportunity to our
007students and it's just a try out. It's not a guarantee. We understand that and I like it's it's yeah uh thank you for your time and thoughtful consideration. Appreciate it. Okay, seeing no other speakers, we will move on and go to human resources which would be down on item five. Uh Dr. Landry, do we have any presenter on this topic or are we ready to have discussion as a board or a vote on human resources? on the human resources report. Um we have no just so I'll make the recommendation that the the HR report that has been presented in your packet. Um at this time we are seeking your approval on those recommendations. Board is there any discussion? All those in favor show by the uplift of hand. Oh sorry I do have a question.
008Are we are we doing them one by one or all together? Uh this is just the report that we received regarding the uh resignations and the nom and the appointment. Okay. No worries. No worries. Okay. So, no further discussion. All those in favor show by the uplift of hands. And could someone please look at Trusty Hortons for me? Her hand up. Her hand is up. Okay. So, that is one, two, three, four, five, six. All right. Let the record reflect that we have a 6 and that passes. And I should state that Trusty Dawson and Horton are both out of town. And in this particular case, Trustee Horton was able to stream in during this time. Okay. So, moving forward, assistant superintendent appointment, Dr. Landry. Thank you, Madam President. Um, with uh with Dr. Stickler
009returning to Katy Creek, we were needing someone to step into the difficult role of assistant superintendent of middle schools. Um, when thinking about the skills needed to lead and mentor our middle school principles, we were hoping to find someone with experience leading successful campuses. Um, this person meets that standard and then some. Um she has been a tremendously successful intermediate principal for 27 years. An experience like that is rare and we are truly fortunate to have had her in CISD for all those years and uh have her available to us. Now it is my honor to be able to recommend Dr. Paula to you to be our assistant superintendent of middle schools. Any dis any discussion trustees? Okay. All those in favor show by the uplift of hand. Okay. And the vote carries six. Oh,
010I forgot to make a motion. So sorry. I forgot to make the motion. I was so excited to move on. Thank you. A second. Okay. Thank you. And all those in favor now show by the up of hands. All right. 6. Got excited there. And now you can clap. [Applause] Look, everyone standing. President Odin Willer, members of the board, and Dr. Landry, I'm humbled to be given the opportunity to serve in this capacity. I'm honored to follow Dr. Stickler who has shown this incredible group of principles how to lead with heart. Dr. Winkler and Dr. Medford have served as gifted role models. I have worked with so many people over the years who have supported and encouraged me. To name a few, Mrs. Denhobel, Dr. Welch, Dr. Stewart, Dr. Stockton, Dr. Gibson, Greg Coulson, Chris
011McCort, and Lisa Garrison. I've had the privilege to work with so many devoted principles who had have inspired me. As a servant leader, I could never have gotten to this point without the hard work, devotion, and support from so many. I have been blessed to work alongside dedicated educators who know I live by the fact that we are fortunate to be in this field of education. I often say it's not work when you do what you love. There aren't enough words to express my gratitude to those teachers, staff members. Excuse me, lost my place. and thousands of students and their parents who've enriched my life. To my former and current assistant principles and counselors, I'm grateful for your impact for your decades of service by my side, TVA Mador, Maryanne Moat, Terry Rasco, Stephanie Johnson,
012and Jeremy Williams. You are all my loyal work family. My sincere appreciation to my family who has sometimes sacrificed but has always supported me. to coach Willick who gave my husband Larry his first job in CD so many years ago which ultimately allowed my journey to begin here as well. I'm blessed to have a husband who understands the commitment it takes through his own career as a teacher, coach, and assistant principal. My three kids, Cameron, Caitlyn, and Connor are former CISD graduates. My daughter-in-law, Claire, is also a a a CISD employee along with my daughter, Caitlyn. They're both in schools I worked in previously. Also joining me today is the best leader I know who taught me to have a strong work ethic and so much more. My father, Charlie Burgerer, and stepmother, Janice. My
013mother in heaven would be so proud. Our journeys are paid by people who guide us unknowingly. I follow in their footsteps and look forward to continuing the traditions in CID of excellence. Thank you so much for allowing me this time to share my gratitude. I appreciate it. It's obvious y'all were so excited, too. All right, moving on to naming the principal of Oakidge High School 9th grade campus. Dr. Landry. Yes, ma'am. Thank you. You know, when thinking about filling a principal's position for a ninth grade campus, it needs to be someone who is a consmate team player uh who can step into a critical role for our students and help them to bridge the gap between junior high and high school. Um, our recommended person has taught and been an administrator at both junior high
014and high school levels and bring those skills and experiences with her to this role. She is a dedicated educator who is constantly seeking both personal and campus growth to better serve our students. Uh, it is my privilege to recommend to you Mrs. Wendy Spears to be the principal of Oakidge High School 9th grade campus. [Applause] Thank you, Dr. Landry trustees. Is there any discussion? Okay. All those in favor? Oh, do I have a motion to accept Wendy Spears for Oakidge High School 9th grade campus? So moved. Second. Second. All right. Now, all those in favor show by the uplift of hands. 6. The motion carries. Ah, this is so surreal. Um, President Oweller, members of the board, and Dr. Landry, it is truly an honor to stand before you today as the new principal of
015the Oakidge 9th grade campus. My journey began 20 years ago, and from day one, Conro ISD has been more than just a district to me. It's been my community, my family, and my foundation. I am incredibly grateful to be part of a district that does so much for kids and builds up those who serve them. This moment shouldn't be possible without some very special people who believed in me from the start. Dr. Landry, I sat down with you seven years ago. It was my first year as an assistant principal in your first year as principal of the Woodlands High School. You asked me about my future goals and I said to first become associate and then principal and here I am today. Thank you. Chris McCord, thank you for taking a chance on me when
016my resume came across that fax machine. And I don't even know if everybody in here even knows what a fax machine is all those years ago. Greg Coulson, thank you for giving me my first opportunity as an assistant principal. Paul Fleming, you were an incredible mentor and example of what it means to lead with heart, especially when it comes to kids. Jill Hower, thank you for believing in me and giving me the opportunity to serve as associate principal. Your trust meant the world. To all of the district leaders, Dr. Stickler and Dr. Medford, colleagues and friends I've crossed paths with over the years. You all have played a role in shaping me. I wish I could name every one of you behind me, but please know that your influence and encouragement have meant more than
017you'll ever know. Dr. Povich, thank you for this opportunity. And to Shaun Almond, thank you for making me a part of your team. I can't wait to continue the tradition of excellence at Oakidge. Josh Hughes, this past year has been one for the books. I've learned so much from you about what it means to lead with your heart and to always put students, teachers, and the community first. Thank you for your guidance and friendship. To my family, you are everything. My husband Tony and my rock, my kids, Lauren and Kyle, Kyle can't be with us today. Both proud Conra ISD alumni. Thank you for walking this journey with me. To my parents, mom and Terry who are here today and my dad and Debbie in Georgetown and to my mother-in-law an to my extended family
018and dear friends, Michelle, Crystal, Laura, and Debbie. Your support through the ups and downs has carried me and I am forever thankful. As I hang up my red and green, I want to thank my Highlander family for a wonderful 20 years. You've helped me grow into the leader I am today. But now it's time for the next chapter and to spread my wings. I am so excited to join the War Eagle family and I cannot wait to meet all of you. I promise to leave with love, compassion, and an unwavering commitment to our students, staff, and community. Thank you all for this incredible opportunity. And go War Eagles. [Applause] These are the best days. All right. Um, name principal of Grand Oaks High School, Dr. Landry. Thank you, Madam President. Um, as you all know,
019the principal of Grand Oaks High School is one of those positions which requires a great deal of personality, academic skill, and dedication. The Grizzlies have already shown themselves to be uh energetic and tenacious uh and needs someone who can keep up with them. Uh we believe that we have found someone who can meet those requirements. Uh this individual has proven himself to be a passionate and dedicated educator with a proven track record of success. comes very highly recommended by both of his former school districts. We are very excited about the potential that he brings with him to the role. Um it is my pleasure to recommend Dr. Frederick Black to you to be the principal of Grand Oaks High School. Thank you, Dr. Landry. Is there any discussion? Do I have a motion to accept
020Dr. Frederick Black Jr. for Grand Oaks High School principal? So moved. Second. Second. Awesome. And all those in favor show by the uplift of hands. And the vote carries 6. Welcome Dr. Black. [Applause] Good morning, President Olen Weller, members of the board, and Dr. Landry. It is with great excitement and gratitude that I accept the role of principal at Grand Oaks High School. Thank you for entrusting me as the next leader of such an amazing school and community. To my beautiful God-fearing wife, Kima, and my incredible sons, Frederick, Hunter, and Noah. Thank you for always supporting me, my career aspirations and the work I am so pa passionate about. You are by far my greatest accomplishment and my why. To my amazing mother, thank you for serving as the exemplar for hard work, commitment, and
021high expectations as both a parent and a middle school math teacher of 36 years. She she retired in 2004. Um she'll be 80 in March of 2026 and she is still subbing today. So they can't get rid of. Thank you to all the leaders I've had the pleasure to serve with in my career. Thank you for always supporting me and growing me into the leader I am today. I've learned so much from you and I will continue to carry those invaluable lessons with me always. And to the Grand Oaks High School and Conro ISD community, I look forward to learning the Conro ISD way and the Grand Oaks Age of the Growl. I look forward to partnering with you to build on the incredible accomplishments and achievements of Grizzly Nation. I look forward to getting
022to know you and I look forward to you getting to know me. I'm committed to leading with energy, empathy, and excellence while fulfilling the Grand Oak's mission to equip with skills, empower with purpose, and impact the community. Thank you, and go Grizzlies. [Applause] Okay, moving on after those exciting things. I if those of you that are done with your appointments need to move on, feel free. You're welcome to move on and go celebrate or you're welcome to stay for the rest of the meeting. However, we're going to move on to our non Oh, there you go. See, I gave you permission. I love that. Peace out. We'll give them just a minute. Miss Garza, that has nothing to do with you, I'm sure. Yes. Nothing. That That just shows they have complete faith and trust
023in you because they're leaving. [Music] I hadn't met her yet either. Just like she's One second. Yes, ma'am. Those were some Those were some big ones. We're almost there. Dr. I mean, uh, Chief Blakebach is back there ready to just shut the door behind them. All right. Um, we're going to jump down to our non-action items and start with receive preliminary 2025 2026 budget overview. Miss Garza, as you come forward, I do want to say thank you to your you and your team for the hard work you've put into analyzing the legislative session and its impact on our district and its budget. And we're eager to hear what you've got to share with us. Would you Okay, that's fine. Not a problem at all. [Music] I'll sit in the middle of that. So, back to
024what I was saying, Miss Garzo, we do truly thank you and your team for sifting through the legislative session. The reason we postponed our June 3rd meeting to today was to give you all that time and we look forward to hearing what you have to say. I know that the employees of the district do and the taxpayers do as well. So, absolutely. Well, good morning, President Odin Weller, members of the board, and Dr. Landry. It's my pleasure to be here this morning to provide you with an update on the 2526 preliminary budget. I have a couple of special guests I'd like to introduce that are with me at the table today. Mrs. Paula Green who our is our executive director of human resources and then Miss Amy Campbell who is the director of HR services
025for TASBY will be here with us this morning as well and she was going to facilitate our conversation surrounding the pay plan and our compensation plan recommendations for next year. Um Amy has been working with the district for over 10 years. She is a highly regarded expert in terms of compensation around the state. So we are very fortunate to have her on our team um and here with us today. I'd also like to recognize the finance staff that are here with us this morning. Like you said, I would not be able to do what I do every day without this group of people here. And so they are seated in the front row here behind me. um as well as our director of payroll, Rachel Jimenez, is here today as well and she's anxious to
026hear the feedback that you have regarding the compensation plan. As you can imagine, there are a lot of things that will need to happen between now and actual in the hands of employees paychecks on 91 when the raise goes into effect. So, um it's a busy time of year for us. Um we also have a special student guest in the audience with us this morning as well. Arv Go is here. He is an incoming senior at the Woodlands High School and looking to pursue a potential career in finance. So, he is interning with us through the EFA organization for the next couple of weeks. So, we are going to try to teach him all things school finance related and and help him. And so, we're we're happy to have him here and and happy to
027be able to support that program as well. And then, like you said, I'd like to thank the employees that are watching today for their commitment to this district. I know it's been a rough couple of years in terms of compensation and hopefully the information they hear today will bring them some relief and just know that we appreciate all that they do each and every day. So, thank them for being here and then Dr. Medford and her team of course for all their work on the budget and then of course Dr. Landry and his guidance over the last several weeks um in terms of budget conversations. So, we're going to kind of cover 6A and 6B concurrently this morning. I'm going to start off with the budget presentation and then I'm going to hand it over
028to Amy to talk about pay plan and then I'll follow up and finish up with the budget conversation. Um I feel like this moment is six years in the making. We haven't had a significant school finance bill since 2019 and so implementing a bill of this magnitude takes time. It's a process we are learning every day. Um Amy has been around the state making presentations, you know, about the implementation of pay plan stuff that came out of HB2. And so I just ask for your grace as we work through this. Um there's some things that we may not know until 2627, such as some of the special ed components of the funding that won't, you know, even aren't even outlined yet. Um so some of the funding impacts we won't know and so what's built
029into the budget for next year are the things that we do know. So, we'll continue to work through it and learn as much as we can each and every day. And I don't think the clicker here. Sorry, we're went looking for the clicker. You have such a lovely Vanna. Maybe. No, it's a pointer. All right, here we go. We're good, Russ. We're good. All right. So, starting off just kind of a reminder of some of the challenges that we faced coming into this budget season. Obviously, it was a legislative year. We were working our way out of a deficit budget that was adopted for the 2425 school year. The formulas as they existed at the time did not have any mechanism to provide a raise for employees or address inflation. And then, of course, supporting
030our growing special education population is always a concern. and then the unknown impact of possible education savings accounts. For the most part, the legislature did address all of these items. Um, some not to the point the the level that we had hoped for, but we are thankful for any funding that is coming our way. So, we will we're going to walk through kind of a legislative recap and then we'll take you through through House Bill 2 and some of the highlights of that bill. So, the 89th legislative session began on January 14th of 2025, was 140 days in length. that ended on June 2nd of 2025. There were over 9,000 bills that were filed. 1300 plus bills and joint resolutions passed. That's a 14% passing rate. The governor's last day to sign bills was Sunday,
031January 22nd. And then major financial components that were addressed in this session relating to school finance were of course teacher compensation and school finance, property tax cuts, and then education savings accounts or school choice. So looking at House Bill 2, $4.2 billion was allocated to school funding to provide raises for classroom teachers. 3.4 billion of that is for teacher pay. 800 million to increase pay for support staff. Those are for employees that are not in in the classroom. 2.6 billion to address funding gaps. The state created a new aotment for basic costs of 1.3 billion, which is calculated at $106 per enrolled students. to address rising costs in specific areas, and I'll go through those in a little bit. 850 million for special education funding. House Bill 2 does include all of the provisions that
032were in Senate Bill 568. Um, and so that was a bill that was introduced by Senator Bettton Court that was also passed, but it does include all of those components in House Bill 2. and then 1.7 billion for targeted programs that includes CTE, teacher preparation, early learning, and then that last item doesn't impact us, but it is part of that total small and midsize aotment and charter schools. So, a total of 8.5 billion of additional dollars that we're um becoming to public schools um in this bienium. So, we are thankful for um what the state has done in terms of sending funding our way. Property tax relief continues to be a priority of our legislators. They have allocated nearly $51 billion of the budget in this bienium to maintain cuts that were enacted in previous
033sessions as well as provide new relief. Senate bill 4 is a bill that was introduced that will increase the homestead exemption for homeowners from 100,000 to 140,000. That is a cost of $2.7 billion to the state. And then Senate Bill 23 increases the over 65 homestead exemption from 10,000 to 60,000 at a cost of 1.2 billion. Those two Senate bills are pending constitutional amendment and will have to be approved by the voters in November. We do anticipate that will happen. Um they are providing a hold harmless for the district for our maintenance and operations fund um to make up the loss of funding as a result of those increased exemptions. So now moving into the funding components of House Bill 2 that are generating additional funding for us. The basic aotment increase of $55. So
034the basic allotment moved from $6,160 to $6,215. The state created what's known as a teacher retention allotment. This allotment generates funding for districts to use to provide raises for classroom teachers. So, if you're a district with enrollment of greater than 5,000 students for teachers with three to four years of experience, the aotment generates an additional $2,500 per teacher and then five plus years of experience at $5,000. This is a permanent teacher raise that will be funded this year and beyond. They also created a staff support retention allotment. This is calculated at $45 times the adjusted ADA. And this is to provide raises for employees that are not considered classroom teachers or those teachers that are in zero to two years of experience. So this could also include librarians, nurses, counselors, all those that are not
035considered classroom teachers. And then our aotment for basic costs. This is a new aotment the state created to help with those rising costs in the areas that you see here, transportation, utilities, property insurance, and that is calculated at $106 per enrolled student. school safety aotment increases the per campus amount changed to $33,540 up from $10,000 and then $20 per ADA. And then special education funding, the component that we do know for next year that will be implemented is the reimbursement for individual evaluations at $1,000 each. the 2627 changes in terms of moving to that intensity based model with the eight tiers of service. We will not know the actual impact of that funding until that is um outlined by TEA and defined by them. So we will work through that. That will involve changes to
036PE's reporting and all sorts of things. So um that is why they delayed that a year because it's going to be a pretty significant change in terms of what districts are reporting to the state so that they can calculate the allotment. And then they have expanded the teacher incentive aotment to add a new category called acknowledged um with a range of three to $9,000. These changes will not be in effect until the 2627 school year to give districts time um to work on their locally defined programs. They have changed the range on some of the other categories recognized exemplary and master. Um the the goal previously with TIA was to hope that 30% of your teachers could qualify for this additional funding and now they've expanded this to 50% of the teachers. So we're looking
037forward to to the expansion of this program and and being able to offer more of our teachers um payout through the teacher incentive aotment program. And then there's some additional miscellaneous things. They've created a new teach new partner prep aotment that will help us with additional funding for various teacher pathways. We don't have a lot of details on this yet, but we will continue to work with HR um as information becomes available. They have expanded the definition of students that generate the dyslexia aotment to students that are receiving accommodations for dyslexia, not necessarily in their IEP. So, this will generate some additional dyslexia funding for us. And then, ROC is now eligible for CTE aotment funding. Um, so those are just some of the miscellaneous ones. So kind of putting this all together in terms
038of just what House Bill 2 is generating for us in terms of additional revenue. The basic allotment increase 5 million teacher retention aotment 19.6 million that staff retention aotment 2.7 allotment for basic cost 7.8 8 school safety 1.9 that special ed FIE aotment 2.5 million and those other miscellaneous funding categories of 1.5 so $41 million of additional funding um that is coming our way if you'll remember from the April board workshop at that time we shared that we were looking at a deficit of around 4 million so this has by far helped us get out of the hole and then be able to do the things that we're going to recommend to you today so we are fortunate that we had kind dug ourselves threequarters of the way out of the out of the deficit
039budget before even um knowing what House Bill Two was going to bring us. So, we're in a much better position than some districts are. So, we are fortunate for that and for your leadership with that as well. So, thank you. Can I ask a clarifying question? Um regarding the special education $850 million. So, I see that you have 2.5 million and I know that we're not rolling out the the changes in the the the tiers until next year. Is that our portion of the 8 point? No, that is only our portion of the FIE allotment. So, in terms of trying to trying to estimate what we think the rest could be, it's hard because I I can look at the 850 maybe divided by what the total state allotment is now and apply that percentage
040to ours. it would put us in the $8 million range. You know, if you'll recall from our workshop in April, our funding gap was around 40. So, it it gets us something, but doesn't by no means get us all the way there. But, um I'm estimating in the $4 to5 million range of additional funding for special education. And like I said, we we won't know for sure, but So, the bulk of it though will be next year. Yes, that is correct. The next school year. Okay. Thank you. Oops. I do have a question. Would and this not anything against Nicole uh Trustee May asking the question, right? Then would I want to know because I do have some questions. Do you want us to ask you questions as we as you finish each Absolutely. section
041or would you rather us just wait and go back to it? You can ask them as we go along. That's completely fine. Yes, that's fine. Go ahead. All right. So, looking at our preliminary budget assumptions, we're still using student enrollment of 73,500. our 88 percentage at 93%. We are projecting certified property value growth of 5%. However, this is before the implementation of Senate Bill 4 and Senate Bill 23. I'll go into a little more detail about that um later on in the presentation. And then our projected tax rate, I'm projecting the tax rate to remain the same at 9496. I know we talked at the April meeting about uh additional compression. We have gotten some information recently from the state on how they're going to do that calculation that has changed from prior sessions. So
042I will walk you through that as well. This is our attendance data for the upcoming budget year in the previous nine years. You'll see 73,500 students. That puts us at ADA of 68,355 projected. This is just our enrollment trend in a graph format. Our special education student count as as predicted. We did see a pretty significant growth. We ended the school year at 11,236 students in our special education program. That's an increase of 244 students or a 22% increase. You will see this later on as we talk about personnel additions that we really tried to prioritize um positions to support this growing population. I'm going to get into the weeds a little bit on tax compression because I want you to understand why we're projecting the tax rate to remain the same, which is different
043from what we shared in April. Um, so each summer the state calculates what's known as our our maximum compressed tax rate. This is the tier one portion of our M tax rate. They do this through a process known as the local property value study. So local compression happens when your local property value overall values grow by in excess of two and a half percent. So every summer in late July after we receive certified values from the appraisal district, we report to the state what our total property values are compared to the year prior. They look at what the growth percentage is year-over-year and then that's how the MCR is calculated. Well, they have changed their methodology on how they're going to handle that calculation this legislative session. um with the exemptions that are going to
044be put in place. So last session when the um homestead exemption increased from 40,000 to 100,000 when we reported our local property values through that summer study that they do in late July, we reported the year-over-year values at the 40,000 homestead exemption for both years so that we were comparing apples to apples. Well, what happened when we did this is it yielded more compression than the state was anticipating. And so what happens when the when local values or local tax rates are compressed, if you think back to the cup, we put in less to the cup because we're collecting less money, the states having to put in more to the cup, right? So because of this increase to compression that they weren't anticipating this time around, they're changing how they're going to collect that data.
045So this summer when we provide our data to them in late July, we're going to report 2024 values at the $100,000 and $10,000 homestead exemption which is currently in place. The tax year 25 values will be reported at the new exemption amount 140 and60. So if we look at what 5% growth in property value would generate based on our overall property, it would generate an additional $2.7 billion in value. Well, with the changes from Senate Bill 4 and Senate Bill 23, with the increased exemptions, we're going to lose about $4.4 billion in value. So, we will see we are projecting to see a net decrease in our overall property values. So, when we report through the local property value survey, we will actually see a decrease. Therefore, no additional compression will happen because compression only
046happens when you you grow in excess of two and a half%. So, I just wanted you to kind of understand why the change was made and this is information that was just released when House Bill 2 was passed. So, we were not aware of this change um when we presented at the April workshop and this will impact districts across the state, right? Because this is going to be handled the same way for all school districts. Miss Garo, just while we're here, because I think it's very important, are you saying that we are projecting that the that 4.4 is that 4.4 billion? Yes. You're that how did you get that number? That is the number of local homestead exemptions we have times the increase of 40,000 and then the over 65 exemptions that we have times
047the increase of 50. So you are you are accounting for the over 65 homeowner versus yes anyone that's not going to meet that. So so the the changes that will happen as a result of those increased homestead exemptions will be greater than the increase that we will normally see with our 5% growth. And that's why we're we're going backwards in terms of overall property value for the district. Now, on the M side, it doesn't matter because they will hold us harmless for that, right? So, we're just putting less in the cup and they're putting more in the cup because um to get us to the entitlement. So, it's a shared responsibility between local districts and state. Okay. So, this is our tax rate history for the last five years. like you'll see that tax rate
048will remain at 0.9496 for next year. We won't know definitively until July, but I can say with pretty a lot of certainty that that is probably where we will end up um unless something drastic happens with property values between now and then, but we usually see a pretty consistent trend in terms of preliminary values between now and um certification date on July 25th. So, this is our projected tax rate by maintenance and operations and debt service. it will remain the same at 9496. So now I'm going to get into the weeds a little bit more um about our debt service tax rate. So when we um presented the 2023 bond program, we were presenting it based on a projected level of property value growth over a period of time, right? Over the period of the
049bond, we were projecting a certain percentage of property value growth. Well, given the new homestead exemptions that are going to be put in place if the voters approve it in November, the state will only hold us harmless for debt that has been issued and paid as of 91 of 2025. So each month when I present the the the bond update to you, it shows in the bottom lefthand corner of the the slide that we have voters approved $ 1.9 billion. We have issued 1.2 billion. So, we have $780 million worth of bonds that will be issued over the next two years. The state will not hold us harmless for that the portion of the value that we're going to lose to support those bonds. So, I'm I'm only bringing this to your attention because this
050might be something we need to look at next summer. will be okay for this year for our debt service tax rate, but next year because the state has changed the rules on us halfway through our bond program and increase those exemptions, it could increase the tax rate for next year on the debt side. It it it all depends on what we see in terms of increase in value for next year for property value. But in the event that that you see an increase or we're recommending an increase, that is the reason why. Um and and I said 91 of 25. We do not have time to issue bonds between now and 91 and make a payment on it. We don't have capacity in the current year to make a payment on additional bond issuances. So
051um this is just one of those unforeseen things that you know when when the bond program was approved and projected, we didn't know the state was going to come in and and do this increased exemption amount. And so we'll have to see um if we can get the property value growth to support the 28 cent tax rate for the remainder of the bond. Does that make sense? Okay. So now looking at our projected revenue increase overall from last year's budget to this year's budget, we will be looking at an actual decrease in property tax revenue as a result of that loss in value um for the increased homestead exemptions of just over 11 million. our state funding increase from House Bill Two, $41 million. And then other increase in state funding. This is um the
052hold harmless correction that we did for the over 65 as a result of Senate Bill 12 in the last legislative session. And then just the hold harmless for the new tax compression that's taking place will generate an additional $27 million in state funding. Our teacher incentive aotment, this is essentially a pass through. This is the revenue side of that program increasing. And then interest earnings. I'm recommending that we take a million and a half out of our budget for interest earnings as interest rates will continue to decline um over the next year. And then TRS on behalf again that's a pass through. There should there will be an offsetting expenditure increase to this as well. So we're estimating a total revenue increase of just under $61 million for next year. So now moving into the
053compensation plan. Um HB2 salary increase. We talked about this earlier. Just to refresh, um districts with enrollment of 5,000 or more, which is obviously the category we fall in, this teacher retention aotment generates the 2500 for those years of experience and then 5,000. So we're estimating that teacher retention aotment would generate 19.6 million for us and then the staff support retention aotment at 2.7 million. So our pay plan recommendations, this process began several months ago. We began working with TASVY. some of the priorities um that we were working through as we were looking at our pay plan. Obviously teachers prioritizing a raise for teachers and that is um in legislation now coming from House Bill Two. Um we wanted to support other people that are on our teacher pay plan. This is librarians, instructional coaches.
054We wanted to be able to provide them with the same raise as teachers do because they are on our teacher pay plan. So that was one of the things we prioritized. and then differentiating pay for our special education pairs that are in those high needs instructional settings. We we move them around on the pay plan to get them um additional compensation. And then also prioritizing our hourly and lowest paid employees. This would be our operations department, our instructional support staff, our pair professionals and that are helping in the classroom, our campus secretaries, all of those hourly and lower lower paid employees. um we wanted to make sure that we prioritize them in terms of the compensation increase and then we added a new pay structure for our technology employees to stay competitive in that market.
055That's one of those areas where we need to stay competitive. We all know what it's like when the internet isn't working and things are not functioning um technology-wise. So, we did that in order to stay competitive in the marketplace with those types of positions. and then kind of setting the groundwork for HB2 implementation and raise cycle because the legislature is telling us we're giving you this teacher retention aotment. It all has to be provided for teacher raises next year in 2627 they will give us the money to maintain the raise but they will not give us any more money to increase salaries. So we're going to kind of be in this cycle in our district of providing raises every other year. Other districts might be doing different things, but given the funding that we have,
056we do not have enough where we could set aside any kind of substantial raise for teachers or other staff for next year. So, kind of the goal going into this is we were going to try to frontload as much as we could into 2526 knowing that in 2627 there would be not be a raise, but we could potentially offer a retention stipen for our employees for 2627 with some of the excess fund balance that we have. So, this is kind of a change in mindset um from what we're used to, but um given the way the legislature is providing funding for raises and the way that it's to be given to to teachers and other staff, this is kind of the cycle that we're going to have to move into. So, as we move into
057our compensation plan structure, we're going to be talking in terms of pay groups. So, those of you that have not been through this process before, we kind of divide employees into what we call pay groups on our compensation plan. So, as we work through this and Amy begins to speak about it, you'll kind of know what what this means. Obviously, the employees that are on our teacher pay scale based on years of experience. You're used to seeing that. We'll show it to you later. Our administrative support staff, those are like our campus secretaries, um, pair of professionals in this building. Our instructional support staff obviously are those instructional paras and other other instructional non-exempt staff at the campus. Auxiliary is our operations department. That's child nutrition, maintenance, custodial. Our police department is what it is.
058Um, administrative business is primarily employees in this building. Administrative education would be our counselors, all of our support staff for special education, our LSST, diagnosticians, principles at the campuses, and then our technology staff, which is that new pay plan would be our technology services department. Excuse me. What pay group does transportation fall in? It would be an auxiliary. Thank you. So, now I'm going to hand it over to Amy to to walk us through the compensation plan. Good morning. Um, I was thinking uh when Karen first mentioned that I had been working with y'all for many years. I was counting the years and I think I'm on year 14 presenting to the district. So, I feel like I've um been able to see y'all grow and change over the years. I'm also happy to answer
059questions along the way. I know some of you have heard this several times and others it's very new. So, feel free to um ask for any clarification. Um, as Karen mentioned to you, I'm excited to talk about a single district pay plan after two weeks of talking about HB2. So, uh, every year we work with, uh, HR and finance to collect all of your employee data. We then match it up to our salary survey data that we collect each year from all the districts in the state. Uh, we have data from about 700 school districts for um, nearly 200 jobs. But we also purchase non-school market data sources because there are lots of jobs that exist outside of K12. And so we want to be sure we're offering you a full uh picture of what
060market competitiveness looks like. Uh we always recommend structure changes and employee pay changes uh that align with what the district is looking for in terms of strategic choices um where you want to focus your funds and also to address problems or challenges that the district has had over the past year. Um, and I know Karen talked through those. I'm going to repeat some of them, but just provides you some specifics about what we're recommending. Um, as a reminder, for all of your positions that are in pay grades with a minimum, midpoint, and maximum, the goal would be to have people spread within those ranges. Um it can be really easy over time to uh when pay increases aren't given um at any substantial level or aren't um given regularly that employees get squished or compressed
061towards the bottom of those ranges. You'll see that the district has experienced a little bit of that when we look at the market comparisons. And so part of the um benefit of the pay increases that we're talking about today will be helping spread people throughout their ranges and really just get closer to market value. Um when we talk about market value, we're talking about the market median, which is the middle value of every data point for any particular job. Um so that means that half of the peers will be paying above that on average and half will be paying below that. So getting to the market rate is really the middle of the road. There may be certain jobs or certain positions that you know the district wants to pay a more premium rate for
062and so we talk through that as part of our process as well. Uh and you know individuals will be paid below that rate or above that rate depending on their individual experience, credentials, skills and so on. Uh so the market list has remained u mostly the same for many years now. You've got 13 local peers that you compete with for teachers, hourly staff, um, and salaried professionals. However, for your top level central administration positions, given you are so much larger than many of your peers, it's important to look at similarly sized districts to make sure that we're comparing apples to apples because um, a director in your district is not the same as a director in Willis. And so we want to be sure we're looking at large districts across the state to ensure that
063uh we're comparing the right number of hats to the right number of hats. Um and I mentioned the non-school market data. We purchased that from two separate sources and factor that in for positions that you could find in any industry, not just K12 education. Um so each year we look at teacher demographics. It's really just a distribution of experience um for your current teachers and librarians. Um and really this practically is anyone who's on your teacher scale, but for the most part those are teachers and librarians. Um your data uh looks very much like any um given school district in Texas. There's nothing surprising or different about your experience distribution. And for a large and growing district, we often see a higher percentage of inexperienced teachers. So, Conro ISD is doing a great job um
064finding a wide variety and keeping a wide variety of experienced teachers. Um you can also see that in your newly hired teachers and librarians um for 2425. Um this may be a little bit um higher percentage of less experienced teachers than you're accustomed to seeing, but this is still a very good distribution compared to many of the districts we looked at this year. And we work with about 200 compensation districts each year. And this is the one of the this is one of the uh best distributed experience um charts for new hires that we've seen, which again is a little surprising for a large district. And I guess I should give kudos to Paula and her team for being able to find uh experienced new hires. So uh year-over-year we show you this same chart.
065Um, and the orange line is the Conro ISD average teacher salary at each of those benchmark years of experience. And the turquoise line is your local market median. Over the years, um, you the district has become accustomed to seeing the orange line above the turquoise line or at least even with um over the past couple of years, there's a little more white space between those lines than I think the district uh has wanted to see. So just I I guess to highlight that over the past couple of years your distance from market has increased or you're paying further below market median um for each of those years of experience. Uh the bottom row shows you the dollar difference in annual salary from market median. And as a reminder that's the middle value of market and
066that ranges from $1,400 to just over $2,100. I want to also call out that while that difference does not sound insurmountable, we have to remember that it's that difference plus a regular annual increase to bridge the gap because everyone else is giving regular annual increases as well. um in given the increases that we're about to talk about, uh I would in a normal year say you're going to do a lot of catchup, but all of your peers are giving the same increases because it's passed through dollars from the state and some of your um smaller districts across the state are giving even bigger increases than y'all are giving. So, this may be something um once the dust settles from HB2 teacher pay changes that next year we'll want to look closely at and see where
067there's opportunity to to uh make some improvements. So, another area we look at is teaching area market stipens. These are um kind of economic incentives to help encourage recruitment and retention in the hardest to fill teaching assignments across the state. um more and more peers are of your peers are offering secondary math and science tip and you don't currently offer those but that's um an area we've been watching for a few years and in the future that may be something you consider. Um but one of the changes we are recommending is high need special ed stipend increases to get closer to even with market for next year. Um those are just some very tough positions to fill and keep. And so while $1,000 doesn't sound like a a huge um improvement in pay for those
068staff, I think it will just put you in a better competitive position with your peers. Um so now we're going to look at market comparisons. There are in each of these cases several job titles that are captured for the first two rows. You'll see it's 34 and 39 positions that are factored into those comparisons. Um, I want to, I guess, explain that employee pay tomarket is your pay compared to market pay and then the average of all of those differences. And the paygrade midpoint to market is your structure compared to market pay. Ideally, we would want those two to be balanced where your average pay and what you're offering for incoming staff in terms of the range within which you pay are both competitive to market. You'll note that your employee to pay to market
069is not far off. you're within four percentage points of um market median for each of those, but your structures are generally stronger to market. And what that means is that the structures are competitive, but people are paid lower in the range. And so the goal again would be to push them further into the range and improve their pay. The other teaching professionals are sort of a um a weird mix of a teachers and band directors, ROC teachers. And so there are some other factors impacting their pay. Uh like the federal government tells you what you need to pay for JOTC teachers. And so those I wouldn't sweat too much about those differences. But uh the non-exempt pay groups again when we look at um that first column employee pay to market the district has done
070a good job in aligning pay for police and auxiliary but administrative support and particularly instructional support are further away from market. Uh some of the changes we're recommending for the special ed paras in high needs assignments will um bridge that gap and get you a lot um better aligned with market. But generally your structures are competitive. It's more about getting individual salaries increased and and pay rates increased. So, I know Karen talked about these um and so I won't uh go into great detail, but I I think I I wanted to clarify or add um that TEA has said very clearly that they expect to see districts incorporate these aotments into their teacher pay structure. And so, I think they will um anticipate seeing those changes reflected in whatever teacher pay structure is adopted statewide.
071Um, another a couple of uh perks that were in the bill. Um, any changes you make to salaries uh using these allotment funds will not violate the constitutional prohibition on gift of public funds and will not violate contract law. So, it's not negatively impacting um anything you've already done or will do uh in the next month or two. And all of these salary increases um from aotment funds are considered credable compensation for TRS purposes. We just verified with them this morning that that takes effect um you know right away with the next school year. And so all of that should be credable compensation. Um which I know has been a challenge for some um uh teachers who are nearing retirement when some of these state funded uh increases aren't considered. Um teacher is narrowly defined
072using the classroom teacher definition and education code but does include any uncertified teachers. So, um, just to clarify, that's why librarians and other instructional adjacent positions aren't, um, entitled to the allotment, but, um, what we've calculated for you based on district strategy and and goal, uh, is to align the pay increases for instructional adjacent staff with those teacher, uh, retention aotment amounts. Um, Karen already covered all that, so I'll skip right to the recommendations. um we had probably I don't know four or five different iterations of this along the way just to reflect changes and um that arising from HB2 but we recommended structure adjustments to help align pay with uh all of the increases that are passed through to your educators and then the educator career pathway adjustments for those counselors and instructional coaches
073and others who are um uh connected to teachers in that pathway. way. Um, the new technology pay structure will be super beneficial to the district in so far as we can compartmentalize technology pay and it allows you to be a little more nimble in adjusting pay ranges and um, what you post to fill positions and then how individual pay is adjusted to better align with market. Um, technology market is notoriously volatile and so that'll give you more opportunity year-over-year to track with market kind of like you did with um, police when that structure was created. And then those pay great upgrade upgrades for special ed paras generate some pretty significant adjustments for those staff. And so that uh certainly will be um beneficial for recruitment and retention efforts. Uh the general pay increase that we're
074calculating is um a 4% general pay increase for your admin education, your admin business, technology, and police pay plans and then 6% for your um experienced teachers and uh admin support. And teachers is misleading because there's actually an average of 4% for your newer teachers and 7% um for your experienced teachers. Um, with the adjustments that we're recommending, we want to be sure everyone makes at least 1% above their proposed minimum. Um, any continuing staff will have gained a full year of experience. We want to make sure that they make more than incoming new staff with no prior experience. Um, strategic adjustments are just designed to help push individuals further into their pay structure to address some of those compression issues we talked about. Um, the teacher pay equity adjustments are probably the biggest category
075of adjustments you'll see this year. And in practice, that means that the 4% pay increase that we're calculating for your admin education group is not enough to bridge the gap of the teacher retention aotment amount. And so your counselors and others in that pathway will get the same level of increase as teachers do. And that's captured as um an adjustment you'll see in a minute. And then placement scale adjustments are just a a way to spread pay based on years of experience for all of your hourly staff. That is a way for HR to manage um placement of staff and just ensure internal equity where if Karen and I have the same years of experience and the same pay grade, we make at least the same amount. Um and I mentioned the high need special
076ed teaching area stipend. um increasing that by $1,000 would generate a $280,000 cost to the district. So there's a lot of little numbers up here, but the far left column are the pay groups and the high need special ed stipens are captured at the bottom there. That next column is a general pay increase and for teachers and librarians that's for five plus years a 7% pay increase and 4% for your 1 2 3 four years. Um, for the rest of the groups, it's either 6% for your hourly staff or 4% for your um, exempt salaried. And then the adjustments again are the educator career pathway adjustments. And then for instructional support, most of those are um, for your special ed paras. And the total budget impact is 6.4% but still within the cost boundaries that
077the district has set out. I think that's all I have for you, but happy to answer questions. It's a lot, right? Yes. And I know we were holding as many of our questions as possible for uh so that Trusty uh Nelson before she had to leave for an unavoidable change in her work schedule, we were trying to let you all do most of your speaking. Um I know we still have more in the presentation. Do you all want to stop to ask some questions at this point or do you want to keep till we finish up? I'm okay. Keep going. Okay, let's keep going. Let me ask a question. Are the H3 goals are those going to affect any of this information that we just received in terms of Is that what you're Is that
078what No, no, no, no. We're I'm just finishing the budget presentation. You're not No. Good. All right. So, this is just a summary of the recommendations that Amy just shared. 33.1 million total pay increases. um about 22 of that will be supported through those two allotments um from the state, the teacher retention allotment and the staff support allotment. This is our proposed teacher hiring schedule for next year. For some of you, this looks familiar. For some of you, it might be new, but if you follow it from the left to the right, the left hand column of this schedule shows the years of experience the teacher had in 2425. And if you follow it across, it shows their current salary and then the HP2 funded increase that we are proposing and then any unfunded increases
079for those zero to two-year teachers. And then the far right hand column would be the salary for the 2526 school year. I'll give you a little time to digest this if you need to look. So this is saying that um we are going to raise the year zero at to two teachers 2700 is that yes so starting teacher pay would be $64,000. Um and then those teachers that are brand new this year um well we're brand new in 2425 will see a $2,700 increase going into 20 2526 and I neglected to clarify that Karen. So, the reason we were calculating the $2,700 increase is because that's 4% for those new year early career teachers. That way, they get the same 4% as other staff. At 2500, it would be slightly below that. And that will
080align us with market value. We'll see. I think because all of your peers are also getting the 2500 and 5,000, you may stay right where you're at. Um, but I think you are doing a lot more for your teacher adjacent positions than some of your peers will. And so I think while it's not going to I don't think it's going to leapfrog you above peers for teachers, I think it will make you much more competitive for some of your other positions where you are a little bit below. Excellent. Thank you. Can I ask just one clarifying question? Can you all hear me? Yes, ma'am. I'll put it by the microphone. Okay. Um, so looking at the funding, the 2700 that's coming from local, but when we're looking at the 5,000, that's the state. So we're
081not putting any additional local funding into the teachers five years or more. Is that correct? That is correct. Thank you. By doing that, that Marian makes a good point. Um, by doing that, could we could we bring that gap up a little if we were to? because you're saying that even if at at making these standard increases, the 2500 and the 5,000, we're not going to close that gap that's been created over the past two roughly two plus years that we haven't been increasing that um like Amy said, yes, we're all we're all kind of moving at the same level this year because the state the the state has kind of directed us to the raise amount. Now, could we put additional local funds into those those more experienced teacher years? Yes, we could, but
082at a cost obviously because this is our largest group of employees. Um, it would be at a significant cost. But yes, that is something that we could do, right? Yeah. Because we haven't done that in in the past how many years has it been? Two or three, I forget. Since we gave a raise. Two years. Two. So that would really be just going back and backtracking to bring that number up so that we don't lose pace with the market value or with the standard that the other districts that we're competing against have have not they haven't lost that momentum but we have is what I'm hearing. I would yes I think you're right and I think looking at it in 2526 when we look at the salary data that we get I think it's going
083to be kind of all over the place. Um I think every district who is your size has to give the 25 and five. I think where the domino effect is if you give more to your five plus year teachers and we try to keep those um educator career pathway positions connected it increases what you have to make in terms of adjustments for your counselors and assistant principles and all those too. So, I think it um adding just $1,000 here generates a much more significant cost for your admin. It would be a ripple, but it's something we haven't done, whereas other districts have been doing that for the past couple years. So, that's where we've lost our momentum, right? Yes. Okay. Thank you. Also, I I think it's it's important to um look at a couple
084of things. Um, one, when a counselor moves up, their pay increases. Or if they've been a teacher and didn't go straight into counseling, their pay increases. But a teacher who has dedicated their lives to being within the classroom and choosing to stay in that calling and not move up only gained $7,000 from their starting pay to their last year at 25 years of service. I I I do recognize that there's that ripple effect and I I mean I think everyone in this room is going to laugh when I say this. We're not your typical board when we we look at things. Um, I want to be sure that we incentivize those that do have the calling to stay in the classroom and be rewarded even if we aren't raising the pay across the board for
085every field in that ripple effect. I'm not I'm not saying that they're not entitled or that they're not worthy or whatever, but one of the reasons we I don't I don't want to lose those veteran teachers. Those veteran teachers are what make the strength of our largest chunk of new teachers. And so to me, I feel like to what Trusty Duncan was saying, I think it's important for us to focus on those veteran teachers and incentivizing them to stay in the class and not in order to make a a a better wage or whatever to move up um and to incentivize them to be there because they they make all the difference on the campuses. And um so again, I'd just like to throw that out that it doesn't always have to be a ripple
086effect. I know those I agree with that sentiment. Um President Odiner, did you all go? I hear that, but I agree with that sentiment. President OD Weller, thank you. Um, I just I I I I don't want to make that anyone else feel lesser or not as important, but I do think we need to recognize and put a value on those teachers that stayed dedicated to staying in the classroom. Uh, we just named a school after one um Lynn Cartwright who spent 40 years in the classroom and chose to never move up because her calling was in the classroom. Had I stayed in the classroom or in teaching, that would have been my calling. I had I had that was my joy was being with those students and turning them on to learning and getting
087them excited and and and we need those we need to I mean $7,000 from year one to 20 thou 27 25 years of teaching is just not respectful in in education. I'm not saying the district I'm not blaming the district. I'm just saying I we've got to see and I'm glad to see the state recognize that. That was one of the things that I kept I've been saying for two legislative sessions. We have to um to support those veteran teachers. So, sorry. And I think the state's initiative to expand the teacher incentive aotment speaks to that as well because if they are high-erforming long-term teachers, if we can get 50% of our teachers TIA money, that that's significant as well. 100% agree that that's that is a little bit limiting though because we don't have
088that in all of our schools. Um so I do see that that is happening for some of our schools but that's not across the board. And and that is one of the things that is on my questions when we were talking about teacher a lotment. I wanted to go back to that and we might need to revisit that more uh closely and dig in on it. But um I don't understand why we do I mean I do understand why we're trying to incentivize teachers to be in title one schools or lower you know more difficult to staff schools by doing our TIA but um I know there are other districts that do it differently and the teachers that perform in the 30 or 50% are the ones that actually uh across the district are the
089ones that actually get incentivized not just at specific schools And I know that brings a whole another set of challenges like I said of staffing it more um difficult but uh to staff schools or locations not even um the challenging population or demographics or learning or whatever but um it does come location. We've got some schools way out in the middle of and it's a long distance for some of our teachers to travel because they aren't necessarily living in those communities right next to it. experienced that partly with the KY Creek area and staffing that location. It's starting to improve because we have developments out there and people are moving into those developments. Teachers are moving into those developments. But anyway, I digress. Um, does the teachers incentive aotment incentivize our teachers with longevity more
090than it does our new teachers or is it even across the board? It's not based upon the years of experience that a teacher has. When we're looking at that particular aotment, we're looking at we're looking at the schools that have been um identified as being eligible to participate um and then the subject areas that have been identified to be eligible to participate. And I know that Trustee Horton spoke to it not being in all of our schools. And that is a goal that we continue to work on to expand into all of our campuses with this upcoming school year. it will have the opportunity to participate in even more campuses. So the percentage of economically disadvantaged now has dropped down to 35% and that's bringing us up to 39 campuses. We've expanded because we keep
091talking about this special need that we have for our special education positions those vacancies. So now any campus within the district that has one of the units, I call them units, uh the self-contained units, now we're bringing in the eligibility for all of those positions also um to be eligible to participate in this program. So essentially if any campus has that now that group of teachers will be eligible and we will continue to work to see how we can get all of our campuses in all of our teachers eligible. But when we started this process, we were true to what um the state said which was the focus at that time was to um staff your hardest to fill positions at your hardest schools. That's how it started. And now of course it has expanded
092to other opportunities and we will continue to try and increase that. I also think that the MAP testing is going to help us be able to start um some and I know that's only in the elementary years, but that's going to help give us some guidelines to see those that are performing and improving as well without having to have all the other matrixes to make sure we're staying true to the what is required to prove that it's legitimate fair um assessment. I was just going to add that built into HP2 is a uh local optional teacher designation system grant where the state will provide some funding to help districts grow and expand their TIA systems. So that's something that the district could potentially take advantage of too. And I'd like to add although I I
093appreciate sorry Misty I appreciate the the teacher incentive aotment and then the opportunity that that gives teachers I don't I I don't understand it as being the sole option for increasing basic teacher pay. So, I want us as a board to consider that our local our local priority and our local budget can can be used to to mend that or to I don't want us to just make the teacher incentive aotment the only option or or any legislative decisions moving forward the only option for teacher pay to increase unfor I agree 100%. we do need to on our base salary and everything be competitive and and and be fair on that that I think we we have that locally. So I don't want to pass that off to anyone. But I will tell you legislatively
094having talked with multiple um education senators that the problem is that they are putting money in buckets now. And one of the things that they Trusty May and I experienced was they say but they have the ability to make more money. I mean they tell us oh I don't disagree. That's actually my point is that they control it more than we do. We we control it here at a local level on an annual basis and I talked to Miss Garza about this at length last week and I just suggested that you know I want it we when you talked about the um every other year mentality of okay we'll have raises every other year. We just need as a board to consider, okay, what are what is the tone going to be moving forward because
095this is our opportunity to to change the the way that the increment that we increase teacher pay. I like that. I I agree. Um and also and also on that every other year thing since we're it was just mentioned um the thing that's I find if I understood what you what I was reading and what you expressed um Miss Garza was that uh even though the second year of the bianium there wouldn't be a pay increase because we frontloaded it. Correct. They are still funding that same amount. It's not like, okay, you only get this much and but you don't get it next year. You know, you're still getting it for those two years. And these buckets now are protected. That is correct. This this funding for teacher pay is protected and they will fund
096it each year and the raises will be accordingly every other year, right? And so I I that's huge to stop using teacher pay on any area, anyone's bottom line as a pawn in legislation or in lobbying or in whatever. It's I I'm so thankful. That is one of the big changes that I am thankful for is seeing that that bucket protected and separate. And of course, can I ask a question about that legislative bucket? Um, I've had several teachers ask when they can expect to see that um, increase, you know, hit their bank accounts. Um, when when are we looking at what's the timeline for that? So, our raises are always on the 91 check in in a normal year. Yes. Okay. So, they'll see the 5,000 and the 20 will spaced out over the
097year, but it'll start 91. Correct. Thank you. Um, first I just want to say this is very exciting. All of this, I know we're getting into the weeds on this, but top level this is very exciting and thank you also for the focus on special education. Um, those are really hard jobs and so I'm really grateful that we're um really focused on that and hopefully that will help us to retain some of those really hard jobs as well. Um, I just want to make sure that I understand the strategy to close the gap. um that'll be next year that we're going to work on that. Well, like I said, there will be no additional raise funding for next year. So, the reason that we're we're I'm recommending that we move to the every other year
098is because the HB2 requires us to frontload all of the teacher pay in 2526. So, could we hold back some of the other monies and not do it? Yes. But we would be giving a very small raise because I don't see a world where we would give a raise in 26 27 to non-eing staff and not to teachers. I mean it just it it doesn't look good and I that why that's why the recommendation was let's see what we can do this year with the understanding that next year we'll maintain the raise but then we'll provide a retention stipen with some fund balance. Well, and that's because the money is already there to maintain the raise. Correct. But there's no new money for an additional raise for 2627. But the raise we give this year,
099correct? So everybody's clear is the same money is going to be there. That's we will maintain it in 2627 that right? So no clear strategy to close the gap then. I just want to make sure I understand that. Well, close the gap in the in the um with our market. Yeah. Well, you know, like us with as with many other districts, we're we're dealing with the amount of money we got. So yes, we have everyone is going to to do what they can to give the teachers as much as they can and then but we're all kind of moving at the same pace. So, um that like Amy said, we'll have to kind of wait and see how the dust settles next year and then maybe going into the next bianium. Um if we see
100that gap continuing to increase at that point, we can make some decisions. I think I I want to point out just um to Trusty May that we we have a pool of money as a local district that we in the past, it's been my experience the past two and a half years, we've had to make choices to spend that money in ways that we as a board agreed on. And my point earlier was that with closing that gap, we could choose to use some of those monies where we've been spending it on other things. Maybe we increase our spending on teacher pay to to um accelerate closing that gap because that's a choice that we as a board and as a district we make. Yes, it might cut into the budget elsewhere, but we have
101we have money that is that we receive and and we can choose if we want to increase not just by these amounts but in order to close a gap. So there is there are ways it's just has it hasn't been our approach in the past. But with all the changes, um, do we know what the gap will be in the upcoming years? No. So, we won't know until everyone else adopts their pay plans, which is happening now and next month. And like we didn't know what we didn't know now what or then what we know now because other districts chose to continue to give raises where we as a district didn't. So, they kept that that movement forward or that acceleration and we we lost, like I said, momentum because we chose not to give
102a raise. And if it helps to know, I'm working with several large Houston area districts and no one so far is giving any more than the 5,000 that they're forced to. Um, and what you're calculating for your non-teers is a greater increase than most of your peers are doing. And so I think you will bridge gaps in many areas um that are cost-effective for the district and will be impactful in terms of market competitiveness and employee pay competitiveness. I think also something to point out is if I'm not mistaken our even our other benefits package is um which is a value um is more competitive for sure than in other um districts. So that and there are other legislative changes that I'm not I don't have all the details on yet and uh surveys that
103have been done. But there are other things that as a district that we can improve on that that do equate to more money in the pocket of our employees and to the the value that they're being shown versus just the paycheck. But the paycheck is important because that's also how correct and and a lot of times that's overlooked as employees are kind of shopping around. They're hyperfocused on teacher pay. They may get where they're at and their health plan is not great or the district doesn't contribute as much to their health plan and at the end of the day they probably ended up with less money in their paycheck. So you're absolutely right. All of those ancillary benefits do matter in terms of the actual take-home pay for employees. So, we have to keep that
104in mind as well. They matter, but it depends on how it's look. You're looking at it from a 20-year teacher. You're looking at your you're starting to look at retirement years. So, you're wanting to grow those last 15 20 years. Sure. Um top salary. So, that I want to help get them there because I feel like the area of teaching is is not there's no incentive to stay in it long term. You have to move into a different pay structure just to get that that growth or that bump up. And if we could create that environment in the teacher area, we might keep better teachers. I mean, I I would argue this gets us a good way there. I mean, this is pretty attractive when you look at, you know, a 10-year teacher making almost
10570 grand. So, it's a step in the right direction. Does it get us all the way there or where people would want to be? Probably not. But at least the legislaturator is recognizing it and we'll see the next bianium kind of what their contribution is going to be to grow that teacher and retention aotment. Will they grow it at this same pace again? I mean that would be phenomenal if they would, but it it'll just just depend on what kind of funding the state has to put into it next benium. Okay. I think you are on Okay, there you go. All right. So, uh, proposed personnel changes. We shared a little bit about this at the April workshop. Primarily the difference that you're going to see here is in our special education positions. We did
106put some more money into providing additional support positions for our special education um area. 95 of our 142 proposed new positions are for special ed at a cost of $5.6 million. We're proposing total additions of just over $8 million for new staff. Um 13.5 of those are at the campus level at a cost of 656,500. I will remind you at the campus level that number looks low, but we're going budget to budget when we look at this. And last year we budgeted enrollment of 74,000 students when we built our budget. We're now budgeting 73,500. So we're actually budgeting 5,000 less than last year at budget time. So that's that's why the campus number looks a little low from what you would expect that number to be. Primarily what we're seeing there is, you know, the
107opening of Campbell and Iler. We have to provide principles and a new administrative staff. Some of those moved from other campuses as a result of resoning, but there are some positions that are just plain old ads because of the new campuses. So do do you have a a total of what that cost us by overestimating our enrollment? What did that cost us for last for this last school year? So a thousand ADA is about $9 million in funding. So we're going to owe that back? No, we will not owe that back. I mean, we have we have funding to support it by growth in our special programs, special education. So we we are okay. Um, and that's why we're we're being super conservative going into next year and then even the year after that, you
108know, with education savings accounts coming when we start to build our budget for 2627, we'll need to look at that and see what kind of enrollment number do we want to use for the upcoming school year because I think what I'm pointing out just so I understand and everyone understands when we when we give a projected enrollment number when we report that or we stand on that, we're funded based on that number and so money has to be shipped you're saying from other other aotments. We're funded based on what the actual enrollment and actual student data is that we report to TEA. So, while we built our budget on 74,000 students, we also built our budget on a a certain number of special ed kids and dyslexia kids and bilingual and as those numbers continue
109to rise exponentially, if we don't meet our enrollment target for regular enrollment, it makes up the difference sometimes. Budget is built on that that number. That is correct. That's why that enrollment number is so critical, right? Because it drives everything we do in terms of the expenditure budget. You mentioned that we don't really know what ESAs are going to do. Um, so is that going to be kind of an unknown in the budget where we expect student enrollment? It really will and we'll we'll have to, you know, decide going into 2627, do we want to be ultra conservative on our enrollment number? Like we may have a better feeling for it a year from now kind of what the interest is, but we really won't know. until, you know, it's time to enroll and and
110kids are I I guess we just don't know. You know, I also wanted to ask the question, and you might need to get back to me on this percentage, but what percentage of our employees are classroom teachers? About 5,000 of our 10. Well, when you say classroom teachers, so is that five? So, it's we're right at 50%. So we're 50% classroom teachers and um and then the other 50% is everything else. Correct. So is that a one to one ratio? I mean that's pretty close. A one to one for every classroom teacher we have another employee that includes all of our operations staff, our bus drivers, custodians, everything. And that's a pretty standard statewide distribution. Generally in any district half of the employees are teachers. for the last 10 years. That's been saying forever. Yep.
11120 years. Yeah. So, um also on the new positions um that I noticed on here um I I noticed is the Blue Bonnet support assistant director curriculum and instruction elementary focus and reading specialist that were under Blue Bonnet. Could could you speak to that? So those are two positions that we put in place in our teaching and learning department to help with the implementation of Blue Bonnet. Even though TEA offered us, did we we needed to add that? I mean, someone from our school side might speak to that. And I know you weren't here, Dr. Landry, so you're not aware, but correct. I do know that we were offered um TEA offered us massive support and actually we had a a it was used as a liaison versus an implementation support. So um I I
112I wish we had taken more advantage of that and saved the taxpayers because it was at free I mean free versus the actual increase. Okay then what about on the other on Dr. Winkler can speak to that. Go ahead. Microphone. Sorry. We work with Michael Holland from region six and he offered us one campus to support and they chose Renion. So they'll be working with Renan um elementary and then going to some other campuses to help but we did take them off up on that offer as well. Okay. Al awesome. And so I just to make sure that they had offered did we apply for the grant money for all the support that TEA was offering for Blue Bonnet. We didn't have to apply. They just gave it to us through region six. Okay. So
113it was just for one uh personnel that which is for one campus. Um and then they will go in and hopefully videotape and do three model classrooms at Renion. Um and if there's any additional support, um they'll offer us that through region six and that would come through like a pair professional to help. But we did absolutely we had about seven campuses apply for it. Okay. Excellent. And I I'll actually follow up too to see if we can manage to squeeze out anymore. We're we're happy to take as much money as they want to give us. So I think what I'm hearing is that number may change or are we going to stick to that? Were you saying that we accounted for an additional support staff at each campus? Let's see. Oh, I'm sorry. I
114was reading another line. Say that again. I maybe I misunderstood your question. What was your question? I just remember that. Um, and check me if I'm wrong, Trusty May, if you can recall. We've taken in a lot of stuff and there's only so much space in the brain for things. But I remember when we were looking at um Blue Bonnet, we were eligible. We were being told and hearing that there were millions of dollars available for support on your in if we were to adopt it in grant money, which was one of the reasons for trying to get in earlier to get in front and get more of that grant money. Um, and so that's what I was referring to is did we take advantage of that be which as which was our goal. So,
115so, so on this full-time employee by reading specialist in this chart, reading specialist one, what is that? Is that what you were addressing? No, I was actually referring to the assistant director curriculum and instruction elementary focus. It's a new assistant director position assistant director position under blue bonnet support. And to me, um, we were already going to be implementing some sort of an, uh, new curriculum anyway. Were we going to add that position to or were we I mean we already have staff in place? That's number one. And number two, adding an assistant director, would we have had to have done that for a curriculum change anyway? And number three, blue bonnet adopting it. There was a lot of funding support that came with it if we applied for the grants. That's what I was
116asking about. Thank you. Um Okay. Then the other one under admin support purchasing clerk new campus ordering and support. What happened? So go ahead. That position is primarily to help us support ordering for our new campuses. In 26 27 or 27 we're going to have five new campuses come on board. Next year we'll have three. So, we'll have a junior high and easy correct me if I'm wrong, but just increase in volume in terms of ordering all of the supplies and instructional materials for those campuses that need to be ordered. That all happens over the summer. And we have two people that do that right now. So, we're just kind of frontloading that in preparation for what we know is coming um as we continue to open. And and when I say campuses, big ones,
117high schools, junior highs. Um this year we were fortunate we had two elementaryaries so we were able to keep up with with the workload but um that's a pair professional position. No and I understand that and and we have to have the support for that but once we add personnel in a district it's rare that it it goes away when our growth maybe levels off or the school building levels off. So, I just didn't know if that was cost-effective to add that employee versus maybe temp help or someone that could fill in. And we can we can always look at that, you know, after those new campuses open in 27 and like you said, if continues to flatten, there will be needs elsewhere. We could reallocate the position somewhere else if if the need is
118no longer there. But that's what primarily that's designed for. Is none of that ordering done at the the school level? Is it done in the district? This is this is to get the schools like equipped with all of the things they need. Furniture Well, furniture is happen is planning and construction, but this is every instructional material they need. All the beers, all the things for the chemistry lab, all the instructional materials for the classroom, you know, to outfit the front office with laminators, all those little things that you think of that child nutrition supplies, custodial supplies. Just so I'm clear, that's done at the district level. Yes, that is all done at the district level. That's because the schools aren't built yet. Correct. Right. Thank you. I don't think I let you get through, but
119I do have some other questions. I'll just wait till you finish. Okay. All right. So, now moving to the expenditure side of the budget as we start to kind of put this all together. Our additional campus personnel and department personnel at a cost of $8 million. The employee raise scenario that we provided 33.18 million. We are proposing to do an increase to our substitute pay just to stay kind of in line with what surrounding districts are doing and as a result of the increased teacher pay 375,000 um and a slight adjustment to summer school. This is the offset to our teacher incentive aotment. This is the expenditure side of the revenue line that you saw earlier. We talked at length about software costs. This is just we're seeing increase in software costs across the district.
120This is to help kind of close that gap. and then other expenses, utilities, fuel, insurance, um supplies for the campuses, and then TRS on behalf. This is the offset for that $4 million revenue number um on the on the revenue slide. So, total estimated expenditure increase budget to budget just over $49 million. Um Miss Garza, could we go back to that last slide under software costs? This is one of those things that I think remind always reminds me of you sign up for subscriptions somewhere and then or memberships and then you forget you have them and they autorenew and you got and there's not enough necessarily people using those to um get your return on your investment. When was the last time we did an a audit on those software? So Dr. Lambert actually has
121a system that is tracking all of the software usage in the district to determine the highest utilized one. And so that is something that they have been very intentional about watching to make sure that we don't have software that's duplicating efforts. We're buying two different softwares that do the same thing. So that is something that we are constantly looking at. I know one that was mentioned to me and I I am not an expert on this by any stretch of the means was turnitin.com versus no red ink. They're totally different softwares, but they are a massive difference in expense. And are they being which one was being used more? What do they do? so on and so forth. And um I know that when I did the crunching of just what I had learned about
122it, it was like almost $250,000 difference. So yes, that is something we're constantly subsequent. I mean that's substantial, not subsequent, substantial. Um so anyway, that's why I'm asking that when the last time we did that study and are evaluating ongoing. Thank you. So now Hayden mentioned that he's doing an inventory of apps or we're going to do an audit of that. Okay. Okay. That is correct. All right. So now putting this all together, if you look at our beginning revenue from last year's budget was at just over 700 million. Our 61 million increase in revenue puts our total revenue estimate at 761 million. And then our beginning expenditure budget was at 711.97 and those estimated expenditures at 49 puts us at 761 for expenditures. So we do have a balanced budget projected into next year.
123That's good news. I do love that that um and you know because I was contacting you before this. I was like, "Okay, prepare me. What are we looking at?" And then we got the report and we're able to go through it. So, I I do appreciate the work. I do want us to continue um to what uh Trustee Duncan was saying and what I know Trusty Dawson has said numerous times of continuing to evaluate where we're spending money for the greatest educational return on our investments um so that we can choose to spend money in more more strategic and targeted places. We I have been learning we are good at being lean in some areas. I just want to make sure that we're doing the fiduciary thing and efficiently looking at these different um areas
124for the return on the educational outcomes uh more so that we know we are doing that right speaking to that when we return in July will we see an estimate of what it would cost um if we did increase the pay for teachers locally that had the five plus years will that be brought forward in July? Okay. Well, that if we're going to bring the pay plan for for your approval at the July board meeting, that is probably something we need to kind of work through before that day so that we have a recommendation that you all will support um at that meeting because otherwise we're going to have to delay to the next meeting and then that puts us behind on pay and getting the actual pay increase implemented. So, that's the last thing
125we want to create. So, yes, we do need to work. So, Trustee Horton, um, in alignment with what you're just asking, I I know you've been traveling since the board book went out, and I'm not sure if you even got it. Um, but I did want you to note that there's a projected pay scale that they they've given us in the board book, but if we want to make changes to that, we need to have those communications with Dr. Landry and Dr. Miss Garza in That's what I'm asking. I did I did see the pay scale um the projected scale and that's where my question stem from about the local versus state funding um and I was just wondering if that was something that we would be looking into before July um since we did
126have quite a bit of discussion today about it. I and that my answer would be we definitely need to have that taken care of before July. We don't want any delay. The other option is that we can uh not that I'm I'm always a much bigger proponent of um pay increase over stipens or retentions or whatever you want to call them, but bonuses, whatever. Uh but we could also look at what that could mean in the spring as going forward as well if we don't want to hold up pay for this for this year. So we can we can look at all those options as a as a board and talk with um the experts in the area as to what that would cost and how that would affect us rippling. Yeah. Before the July
127meeting. So, so in looking at this schedule, what what would be your recommendation in terms of prioritizing like what years of experience would you like us to look at like 15 and beyond or I just think you know the state is giving that money and then we're contributing basically 2700 um to new teachers when I guess our three to four are getting you know that plus the 25. Is there just kind of looking at what other districts have done because we haven't, like we said, given the raises um as other districts have, how would it look if we got caught up in that regard to other districts that have been giving raises? Yeah, I think we'll just need to look at it. It'll require us to look at it. I think I mean, if we're
128going to make an adjustment here, we'll need to take it from somewhere else in the compensation plan. So, just keep that in mind as well. Right. And then I I do have questions on other ones, but I wanted us to finish and I'll go back. Sure. Okay. So, this is just our budget by major category. Payroll makes up 89.3% of our expenditures. Um contracted services. The largest item in there is our utility bill. Um President Odweller, you had mentioned that, you know, looking at other places where we could trim. A lot of these categories beyond payroll are fixed costs that we have lot not a lot of control over. Now, we will try to do our best to to look at where we can trim, but it it when you take out those big ticket
129items, there's not a lot of room in there that's going to move the needle. We're not going to going to be able to make much change in equipment and other I'm guessing because that's property insurance. Yes. And then although we did get some help there, it's still I mean we still have the fixed amount. Um supplies and materials is the only fuel fuel for the buses is the biggest item. Is that what's under supplies and materials is what's in there? Yes. And in terms of property insurance, when you say we got help, what um under I thought they did some that I'd have to go back. There is a there is a bill that passed, but it's only for counties that are along the coast. So, we did not we did not qualify for any
130of that assistance. I thought they gave us like something like another seven million based on our student population. Yes. The aotment for basic costs that that is to help with some of the increases that we have seen since 2019 in insurance. Not necessarily that we're adding that to the budget. No. Um because I Senator Kiteon said that several times in in the Senate Finance Committee hearings that while they're directing a lot of this funding to specific things, it's for things we're already spending it on, which now we have funding to support it, which frees up other dollars somewhere else to do raises or do other things. So going back to that, Miss Garza, because when we spoke, I wrote a note here that there was a 7.5 million amount, dollar amount going forward. Is that
131what you're talking about? that is that a lotment for basic costs to help us with the increases that we've seen in the areas that were listed there. So that's our that's our increase in our bucket and our that's new just things that we've already been paying increases we may have contributed to our deficiency inflationary things that they're now giving us 7.5 million to kind of help offset and that's the kind of thing I guess I'm looking at I just um from a high level view is we do have more money coming in so it's about how we're spending it because we yes we have been spending but there is more coming in now than last year so under the aotment for basic costs of the 106 times our enrolled students which equates to about 7.7
132million correct um dollars to help with those other expenses. So that brought in we were already spending it but that's 7.7 million to help us recoup some of that increase in the expense. Um so I guess the question is is then where is that being reallocated to? Is that part of the 20 That's part of the 500. That's part of what you're seeing on the expenditure budget increase. Does this also include the 29.4 payment we received? That's that's in our that's in our bank account. That's So that got put into that's in savings. That's not recurring revenue. That's just That's right. But that's that's in our account. It's in our fund balance. Yes. Or it will be in our fund balance at the end of the year. We're putting it in savings, so to speak,
133but it it's there. Correct. Okay. So, yeah. to speak to your point about where is the other seven and a half going. It's to support additional personnel and raises primarily. If you look at the two biggest numbers on there, so 22 million of that $33 million in raises is being supported by those two aotments and so the rest of it is coming from other additional funding that we're receiving from those other categories. Thank you. Thank you. All right. So now looking at our fund balance, our proposed budget for next year is $761 million. Our our stated goal is to have 20% of that in our savings account or in our fund balance. So that would put our target at 152.2 million. We are projecting to end 2425 with $173 million in our fund balance. Um
134so we're at 22.7%. Um, this 173 does already take into account a potential transfer to our self-funded insurance policy or plan for the current year. Um, but keep in mind 3 and a.5 million of that we will need next year to transfer to our self-funded insurance plan that was part of the the plan design changes that were adopted. So, looking to 2627 if we wanted to do a retention stipen, here's a few scenarios that we could use some of that money for. going into 2627 if we if we're unable to provide a raise that year. I do have a question. Um the 20% is something that has to remain there. Well, realistically, we need it there. We do need it there. Yes. So, of that 173 and not knowing how the bond um debt uh
135fund is going to be affected with our tax rate, do we have any way to project how much we should allot for that to protect I mean it to in addition to that 152. Are you talking about our debt service? Yes, the debt service that change. I know we don't have the numbers and the understanding clearly on it all right now and we won't for a year, but we don't want to spend um now overspend and not be prepared for that. So, I'm just how do how do we Well, this is fund balance for our maintenance and operations fund. This is completely separate from that. We can't use I wasn't even thinking of you're right. This is a different pot of money. So, if if we have capacity of 20.8 8 million right now and
136we decide to use let's say 10 of it for a retention stipen in 2627 and then we need three and a half for the health plan we're using up 13.5 of that and then keep in mind as we move into 2627 if we add additional personnel because we're opening new campuses our budget is increasing so we're we're chasing a larger 20% 20% of a larger number so we need to but if our budget is increasing That means we have more students. So our funding's increasing, right? But our fund balance target then grows, right? So if our budget grows to 770 million, 20% of a larger number, we would have to have more in our savings account. Right. I do want to make a point. It seems like, and I' I've worked two and a half
137years to figure this out, Miss Garza, that there's always a $30 million number I'm chasing. and and sometimes we break it in half like an 18 and a 10 or there's an 18 million here and and I'm just trying to understand and you're helping me but I I do know that there is money that we we're floating around. I just I'm trying to really grasp okay what what would be the benefit and what would be the um con so to speak of of using that to do what we were discussing earlier and help close that gap in teacher well that that money that's in fund balance if we were going to spend it down it would have to be for one time right things so we and that's why you always recommend the siphon and
138I get that we can't use we can't use fund balance to provide a raise because it's but we're putting that we're we're keeping that fund balance using the money that's in our like I tell my children my spending. So the the amount we can spend it we are deciding or determining okay how much of that are we going to keep applying to the fund balance. Right. Right. We just want to have a certain amount in our savings account like like you would in your personal finances. Right. You'd like to have three months worth of expenditures in your savings account in the event something happens. That's same concept here and and right we live by that. So just how are we spending to get to that point? what are we spending up to that point and
139how my last question is this year well it's not my last question but in in this on this slide the shortfall that we are making up for last year um and we we've already spoken regarding that at nauseium but a lot um and then the three and a half million that we need to take for next year's benefits that we were already approved um for the benefits plan I know this here was an anomaly. But we also probably should there's a lot of medical stuff going on these days. I I also don't want us to do I want us to do the maximum we can to reward and re you know retain employees but I also want to make sure we leave enough cushion to get us through this next year if we have a
140shortfall on insurance again. Absolutely. So if we have to go beyond that 3 and a half that that comes out of this 20.8 as well. So so I feel like we need a little bit of cushion there. We can't just say I agree. You know I just want us to make sure that we take just proactively because that tw that 20% is the 1522. We can't that's I mean that has to remain. It does. And so I want us to be sure we allow if it's even if if it's I I know that I don't want to throw $3 million around like a manhole cover, but even if it's the $3 million that we go, okay, well we or whatever. It was seven and a half this year, wasn't it? What was the our shortfall
141on our insurance that we on our currently at eight and a half right now? See, that's that's concerning for next year. And again, this was an anomaly, but that doesn't mean we won't see an anomaly next year. And I don't want us to be um caught, right? But I mean, we've made plan design changes to kind of close the gap on that eight and a half knowing that we will probably need three and a half to get us all the way there and it could grow from that point as well. But um and those plan design changes typically take a toll on what the employee pays. Yes. That premium increase. That's what I'm trying to avoid. Yeah. Yeah. Well, I'm trying to avoid their them paying what they're getting in a in a raise. Correct.
142To insurance. All right. So, what's next? Um, we will continue over the summer to finalize our state funding projections. Um, certified values will be here at the end of the July. So, we'll go through that local property value study to finalize our tax rate calculations for next year. Um, I plan to give an update at the district level planning and decision-making committee meeting on the 9th of July. And then we'll come back at the July 15th board meeting and give you an update if you so wish. And then August 5th is our first public hearing to discuss the budget and the tax rate. And then at the August 19th meeting, we will have another public hearing to discuss the budget and tax rate and then hopefully adopt the budget and tax rate at that meeting.
143Um, just real quickly, I want to point out to the trustees, um, I know I don't need to remind y'all of this, but the, uh, the way that the agenda and the board book works and the public, um, uh, we need to make sure that any discussion we have regarding pay, any communication you want to have with Dr. Landry and Miss Garza. Um the the office the district office is closed for July 4th um on Friday which it would have been already. So real and then that means that our board book and our agenda and so forth have to be completed and all discussion done and finalized before July 10th. even with that short week in July, the first week of July because the offices are closed the 11th and 12th and we have to
144have everything posted by the 10th. So I just just planning wise I wanted to give you all a heads up because I know that's not something you all have to always work with. But for me and for um Dr. for Landria and Miss Garza that any discussions that you want considered that have to be finalized and available to be distributed to the trustees by July 8th reality wise that's when they're distributed but yes that does give us a short timeline so thank you for pointing that out but I just want I just wanted to give everyone a heads up thank you that has been noted Miss Garza I Just want to say thank you again and to your team. Uh normally your team doesn't sit in the front row, so it's good to see them
145all. Thank you for all of your hard work. This is really good news today. Thank you. Thank you. Thank you. Um I did I did have one more question on the pay structure. Um a year ago, it may have been a little more than a year ago now. Um, when did we do the pay increase with the police department where we had to do a substantial Well, I say substantial to me. Um, that was December, the fall of 23. Okay. So, um, I just was wanting to because that was to bring us up competitively speaking and I'm just curious where we are at this point. We are in a good place, although Chief Blake has informed me that the county and the city are looking at overhauling their pay plans as well. So, we we
146could be in a a potential spot again where we're playing catch-up. But we won't know that until they're doing an audit, right? Until they finalize what they're doing with their pay plans, but um or a study. Is that what you're referring to? But we're recommending 4% increase um for those officers. Now, depending on what the county and the city does, we we may need to start looking at that again, too, because he's chief has made great strides in hiring people, keeping people, and um hopefully we can stay competitive. And I and I I mean I I'm so thankful for them and safety and security are utmost com concern. But I know when we had that last legisl legislative session that made us have to make changes for staffing on the campuses, everyone was chasing the
147same pool of people which basically like teachers and um I want us to stay competitive but also it's like holy cow here's another one. So we never get out in front of any of these it feels like even though we're trying. So speaking to that point, I saw that we got a safety the safety aotment was 33,500. Is that an in is that increased from last year or is that additional? That's a that's an increase of 335. Well, it was 10 prior to that 10 to So we got 23 and a half thousand. So that that again is is supporting efforts that we have made to increase staff in our police department. One of those a lotments where we were provided additional money for stuff we were already spending. Yes, I just want to point
148that out because I did catch that even 3,540 per campus plus it was a 20 times our 88 times the 73,500. So it's 1.47 47 million plus the 3354 plus of per campus because that was one of the things I was looking at substantial increase in that area which is good but it it again there were other areas that like just going back to our safety and security on our um our cameras, our film on windows, our swiping of tags on doors, all of those entry points, all of those things that and fences that get blown down from storms that aren't covered by insurance. All of those are there, but I'm so thankful for that that increase there. So, that'll help offset it. Thank you. All right. Thank you. Oh, okay. Do you have any
149more questions? Are we interested in taking a quick break before we um do HB3 stuff? Okay. Um the time is 11:37 and we will stand in adjournment for 10 minutes. All right. Um time is 11:49 and the board is back in session. Moving on to our HB3 goals. Um discussion of House Bill 3 implementation early childhood and college career military readiness um board adopted goals. And we have an esteemed panel before us. Dr. Taylor, are you starting? Okay, President Odenweller, members of the board, and Dr. Landry, I need my glasses. We are here to present House Bill 3 goals today. With me at the table is Lauren Helford, the coordinator of accountability and data, and Tally Stout, the director of CTE. What you will see today is a collaborative effort of of information that we
150have put together, and I will talk to you about that in just a minute. But present in the audience with us today are also staff members who have worked to help us make sure we're looking at the goals and how to measure these goals effectively. With us is Laura Willard with advanced academics, Jamal Willis, CC CCMR specialist, Britney Coaster, elementary math coordinator. Wave when I call your names. Karen Kreshman, the English language arts specialist. Amy Wilson, early childhood specialist. and absent will be Hartwell Brown, Melinda Stewart, Dr. Upshaw and Baron Carlile who also helped lead this work. Somebody told them they could take a vacation. Um, and helping to support the implementation of the work as we talked about and we'll talk about more today is Dr. Winkler and Dr. Povich. So, this is certainly
151a team effort. Under House Bill 3, school boards are required to adopt these goals. There will be one goal in early childhood literacy that is aligned to third grade math. one that is aligned to third grade star, third grade reading, and one that is aligned to CCMR, which is uh graduates that meet readiness requirements. And you'll hear more about that today. To talk through the timeline that you see on the board today, we started this work back in April. And when I say we started this work, we started looking at the last five years of our House Bill 3 goals and how we could adjust those goals. Once we got our preliminary star data in, we started to set our baseline goals. And then on June 10th, we met with the student achievement board subcommittee,
152which is M was Mrs. Odenweller, Mrs. May, and Mrs. Dawson. We had a very rich conversation during that meeting. It was important to bring all other stakeholders into the conversation. We then sent a draft of our full plan that you have in front of you today to Dr. Landry who shared with the other trustees in addition to the feedback that we received from the teaching and learning departments and our assistant superintendents of schools. So in this workshop we are discussing these proposed goals today and our plan is to bring them to the full board at the July 15th meeting for adoption. Okay. What you will see on this slide really is just history from House Bill 3. This originated in 2019 and as you as we go through our presentation today, there were only slight
153changes made to the subgroups and we'll talk about that in just a minute. So, House Bill three, the board is required to adopt this plan. And this plan will include annual goals for students in each group evaluated under the closing the gaps domains. And we'll talk about that in a minute because there has been some changes to that. Annual goals for aggre aggregate student growth in third grade reading, third grade math, and CCMR, which is our college career military readiness. an assigned district administrator to coordinate the implementation of the plan, which will be me. And then we are also required to provide an annual review of our House Bill 3 goals at a public meeting, which will happen around December between December and February when we report the annual report. So since 2019, um there
154were some changes with the accountability refresh in 2023 that changed the groups that are reported in closing the gaps. So since the um House Bill 3 require requirements are that we report and set goals for all of the groups in closing the gaps, we do have some new groups that we will be setting goals for this time that were not in the original uh when we set the original set of goals five years ago. Um those groups are high focus, highly mobile, foster, homeless, migrant, and um emergent, excuse me, emergent bilingual current. The state also changed the minimum group size retirement for closing the gaps from 25 to 10. So in some of some of the groups we might not have set goals for before because they had somewhere between 10 and 25, we will
155set a goal for any group that has at least 10 students in it at that level. Now, so with those changes to closing the gaps um in the 23 refresh, um we used to when we would provide information to the board on this report, all the data sources used to be publicly available either through the taper or through what's called the te uh the Texas research portal. Um some of these groups that we're being asked to set goals on and we'll need to report for you are not their data is not available in any of those um public formats. So some data now will come from a confidential data source um then that we will you know mask and make compliant to share with the public. Um, that's just an FYI because it used to
156be we would be able to say like, oh, you can go look at all of this data yourself here. There will be some pieces of data that we won't be able to do that for because it will come from a confidential internal source. And just to be clear, by by confidential, you're saying it's confidential because of law. they um before we mask it and make it um compliant to share with the public, it wouldn't it would be um data that would be with like individual student information. So, we wouldn't be able to share it until we had created it um in a way to share it publicly so that it is mass protected by law. When you say confer Yes. So, we we we get it ready, we get it fura compliant and then we
157can release. Thank you. I was just clarifying that. Thank you. Um, so we used to be able to share all the underlying data sources and just say here it is. You can go look at everything that we use to pull this data. Now we'll say here it is, but we won't necessarily be able to provide all of the underlying data set because some of that data would not be FURPA compliant. But we will make the part we provide to the board and the public FURPA compliant. So, um, in doing this, we, uh, talked with TEA because so many things, uh, with the closing the gaps had changed. I wanted to check with them and make sure that we were, um, on the right path and that their recommendation was to have a stable five-year system.
158Um, and that we should do our best to create goals and progress measures that will not need to be altered during the five-year period. Um, it's important that we choose progress measures that will directly impact our ability to meet the board goals and it's a best practice to choose no more than three progress measures for any adopted board goal. So, in our recommendations and um information today, we've also followed uh the recommendations from TEA. Real quickly, going back to just what you just said on the last slide about you'll make um FURPA compliant for the public or for the board, but if the board actually wanted to see or dig deeper, it didn't have to be compliant for we just can't release it the information because we're we're able to see that. I mean, I'm
159only speaking because I know I have a couple of data gurus that will want to really dive in and see and if there's something else they wanted to see, as long as it's not released, I mean, it's we have to comply with Furpa as well. They could look at that material. Correct. I don't know the answer to that. I'm sorry. You're correct. Thank you. I I just I just I I just wanted that known. So, I was wanting someone just to confirm that. Thank you. One thing to add though, the smaller data sets that Mrs. Heler is referring to oftent times contain student names, student disability information and once that is shared with the board, it is public. So that piece of data will not be shared in that format. Like if we're looking at
160that small subset and we're just looking at the actual data, how these students uh performed absolutely but the raw data with kids individual information that's under furpa that's what Miss Her is saying. We won't share that part. We will actually it is still comp I mean trustees can still see it. It doesn't then become public information like that has to be turned over because that is something that is still protected by law. So the the point that I was getting at is is unless there's something I'm not understanding like we're not communicating on the same wavelength here. If um just because you give it to a trustee doesn't mean that it's automatically public information for disclosure. Um it it is still the the attorney general would still say that is not um permit. It's not
161responsive. If someone was to do a PI and ask questions, that is still protected material. They cannot release. We as a district are under no obligation to release something that was sent to one of us that is has students specific information in it. It is protected still. Yeah. I'm just referring to information that goes out to the entire board. Like throughout this process, it was really important after we met with the subcommittee that all seven board members had the information. So that information is the information that I'm referring to because as we make these decisions, we need seven people on board. So when we update the data and send out the information for all board members, that's the piece of data that I was referring to. Okay. So what we have here is our historical
162data from the last round of the uh House Bill 3 goal setting. So these were the goals that were set in 2021 um for the early childhood literacy information. You can see their yearly target goals and then the star results below that. Uh the 2025 number here is estimated based on our preliminary data set that we have that's come in so far. Um so I'll just give you all a minute to look at that. Oh yes, let me mention that when we're talking about these goals for third grade, math and RLA, um the goal is set for students at meets grade level or higher. Um which is the um approaches is the the lower the passing standard. Meets is the the next one and then we have the highest one which is masters. Um the
163goals for third grade will be based on the meets grade level score. Here is the historical information for the math. Third grade meets grade level goals. And here is the information on the historical CCMR goals. Um, one thing to know whenever you're looking at CCMR related information is that there is lagging data. So like where you see 2025 that is accountability year 2025. So that is actually the data from the class of 2024. Going back I'm sorry to the historical data because there's an there is a percentage associated with the year 25 and I think I'm reading this right but are we for 2025 in the first table 56% is that the goal for reading third grade reading. So that was the goal that was set during the first 5 years. They were their goal
164was to move from 52% in 2021 to 56% in 2025. Their score in 2025 based on our preliminary data looks like it will be a 59%. So for 2021 52% was the goal just 52 was their baseline. Okay. Of of information at that time. So it it yes it was their goal at that time. Okay. Thank you. Uhhuh. Do y'all have any other questions about the historical data? Okay. So, now we will move into the information for our next set of five-year data. Oh, wait. Almost. So, uh, the next thing we have is what is called, um, the C is a basically the board calendar for, uh, reporting on this information to y'all throughout the school year. So, this is what we are proposing, um, for each of the different basically um, pieces of information
165that you would receive throughout the school year. These dates are based on the testing windows and when that data um the window is closed and we're able to get all that data processed and into the format to to send to you. So we have you know looking at here you can see the different um times when we are proposing to give you that information. Do you'all have any questions about the calendar? I don't I have one question more historical. when did you um report these goals to the board progress measure um in the previous HP3 cycle? So similar time periods because beginning of year testing and middle of testing and end of year testing is sort of locked into those specific time periods of the school year. Um I I believe that all of the
166pieces are at uh approximately the same time as they were before our annual report. There have been some years that we did it in January. More recently though, the state's timing of the release of that data has come in a time that it makes more sense to do it in February. Thank you. Mhm. So now looking at the actual information um some of the numbers are are small um because of the number of student groups that the state has for closing the gaps now but we I did make the the font much bigger for the overall goal information. Uh these are the goals that were proposed when we worked with the the subcommittee. So I'll give y'all a minute just to look at those. Excuse me and see if y'all have any questions. So the
167subcommittee just so I'm clear that was Odin Miller May and Dawson. Okay. Do y'all have any comments on these that y'all want to share? I do. I'm I am so thankful to have worked with y'all during that time frame. Um I'd like to point out to the trustees that as you already acknowledged trustee Duncan that um at 2021 on the slide back where you were commenting was 52 and by 2025 the goal was four percentage points. I want to tell you that we really I we really pushed the the the subcommittee really tried to um make them reach and and we had a big discussion about we don't want to set people up to quote fail but we we want you to you know really have a high reach. and they were very accommodating and
168thoughtful and talked with us and communicated and Dr. Landry was having heartburn and um he goes, "Hey, look, we're in. We're going to do the best we can. We're going to shoot for that number, but you know, it we'll land where we land." And so I do want to say that um if you'll notice here, the equivalent from 52 on on the slide before as I lick my finger, sorry. From 52 to the 56, look at where we're shooting for from 59 to 67. So, um, I know that's a lot to ask. I I we recognize that and and I while I have faith in it, I I also recognize that we possibly won't achieve it. But if we don't set goals high, then then we're not really shooting for much. I I think something
169also that was helpful was to uh give a an estimate of how many students is one point. Um, that's a good point. Maybe y'all want to say it. Oh, yes. I believe I remember. So, one point, which would be, you know, 1% of our typical grade size for like our group of third graders would be about 55 children because we tend to have about 5,500 per grade level under HP3. What happens if we don't achieve these goals? These are um your goals as a board and ultimately I think that is your decision as a school board. Okay. So this is more of an internal decision not okay. Yes. Like there are no consequences from TEA if that's what you mean. Yeah. Just because we pushed hard if we don't make it um we're not going
170to be financially you know hit with a penalty or Yeah. Yeah. That was a big concern when we we were trying to make sure we understood when we were pushing for it in the subcommittee. And the only I'm sorry, the only obligation here is that uh sorry, Dr. Landry to put you on the spot. These are tied to the superintendent's evaluation. And so uh thank you for for saying out loud, Mrs. Olden Weller, about the the goals feeling lofty because that was some feedback we got from our team. And that was really based on the fact that nobody wants to disappoint. like we want to put numbers on paper that we feel are achievable for our students and our staff. And so we've had lots of conversation about the goals itself themselves and not the
171progress measures, but the goals and and we know that you want to reach high as a board, but we also want to make sure that we're able to implement the work. And so, thank you for saying that out loud to our teams and especially those behind me and those watching today because they want to make sure that we can reach these goals. And and that goes back to my question about the 2021 52% and how we got there. I guess that's, you know, his history. So, we won't necessarily dwell on it, but um I know this has also been a hot button topic for us as a nation. I mean, overall is our numbers. How did we get to a point where only 52% are proficient in any grade? um is my initial question, but
172I'm glad that the conversations have been had and and we do see increases up to 2025 and I think although lofty maybe um these numbers that are proposed in the draft goals I I think are are doable. I know they're um much higher than maybe four or five years ago, but um and this is a a new approach since 2019, but I do I do I do see these as being attainable. So, thank you for the work y'all did on the subcommittee and the conversations that you had and in reference to people feeling successful and wanting to please and and um evaluations and so forth to all those listening and concerned we we while we set lofty goals we also can evaluate things in on the backside and be fair and just with that too.
173So, thank you all. So here is our next set of goals which are the um ones for third grade math to increase from our current baseline uh based on the preliminary STAR data of 57% to reach 65% in 2030. I think I think that one's a bigger reach even though the because of the fact as we discussed in the subcommittee our curriculum situation in mathematics uh I did especially even going forward from there I gave it even more thought how that is a loftier goal our we've kind of set ourselves up for success with the blue bonnet for the reading but we don't have anything in place yet for math so I do recognize that as Well, and I just I just want to make a comment too that while these goals are lofty, I
174mean, you cannot focus on everything, right? You can't have everything be a priority. And I think what the board is saying is that these are this is a priority. And so, we'll strategically align everything in that direction. So, um and and put as as much behind that as we possibly can. So, that's the thought process here is yes, it is they are robust goals. Um but we we are saying we support you in those goals and we support putting um the efforts and the allocations and the resources behind them. Um so and and we're grateful for you know these goals. Well and I'll just go back right quick go back to the reading goals. Sure. One of the things we discussed at the subcommittee was the blue bunnet curriculum which is why we decided to
175roll out 1% each year from uh the baseline data up until 2028. And uh President Odenweller, you had a question earlier about the addition to the blue bonnet staff uh during the budget presentation, the assistant director and the specialists. Like there is lots of of factors that go into that curriculum as we all know and I think you know thank you trusty May with the support that we need. We need that support to make sure that we are successful. So those two pieces do tie together those additions and the work that we have to do moving forward. Back to your comment, uh, Trusty Odmiller, about the math outcomes and these being slightly different because we don't have anything in place. Are you referring to the curriculum, the current math curriculum? Did you want to refer
176to that? Okay. Um, we had a whole discussion on that. Um, our our math scores, our our successes are not where we feel like they could be with more robust, stronger math curriculum. and that we're um looking at options and so on and so forth. But that's yes, curriculum is an issue in math just like it was reading. Do can someone elaborate on the curriculum that's in we're currently using for math in third grade? Here we go. Oh, just to be clear, who is we is there a committee for this? That was what we the people that talked with the subcommittee that talked with um them regarding the HB3 goals, Trusty Dawson, May and myself. Okay. Um that's where this discussion happened before they could bring it to the board as a whole. So this
177is the curriculum subcommittee. Yes. Okay. Hi, I'm Britney Ker, elementary math coordinator. Um we do have an adopted curriculum right now. It's we use SAS and vision is what we have under adoption in Connor ISD. Um we adopted that when the TEICS changed in 2012. So we've had it for quite some time. Um we're in what's called a gap year right now and so we've purchased it because we thought the TEICS were going to be revised and TEA has since said they haven't. Um so we are looking at the HQIM list hopefully by um this fall I would think um is kind of when that process would start. Um but there were some approved resources on the HQIM list for implementation this year just like with reading. Um but that list is being evaluated right
178now as well. So there's some other products on the market. I believe Dr. Upshaw sent out um kind of a summary of that to those on the subcommittee so that um we can share that information if needed. Um but there is Yes, ma'am. Yes, I would that I think that's the missing piece is that maybe the members that weren't on the subcommittee didn't see that information. So if we could get that shared with the entire board, that'd be great. Yeah, we can do that. I'm sorry. I didn't even know you all didn't get that whole that everyone I apologize on that because I'll double check but I don't recall. No, that that explains why you're asking both those questions because that when it got sent out I didn't know Dr. Abashaw didn't send it to
179Dr. I can follow up with her and have her send that to Dr. Landry so that he can share that with everybody on the board. Thank you very much. Thank you. In actuality I can forward that to you Dr. Landry and if you want to share that with everyone since Dr. Upshaw is on vacation that way she I mean it's the information she's presented to us. So, sure, I'll be happy to. Um, yeah, we are there there is a plan uh to to review uh math resources and that's why you see there's a little bit of a lag with the math as opposed to the English because it's about a year behind. Um, but once we get u some solid resources in place that you can see that we we have stepped up those goals
180as they go forward, you know, a little bit of an impleation implementation time and then and then we get rolling. Fantastic. Y And then we have our um CCMR board outcome goals and Tally will talk to you a little bit more about those. So in front of you, you have a methodology um component chart. This is what we use. It's a district developed. So I want you to know that. Um we we first want to remind oursel when we look at our board goal for CCMR, these are annual graduates. So we're going to do this super fast here. These are annual graduates. That means any student that enrolls in our in our district within the year of graduation, they are counted. So it's it's a different kind of subset for us. These are also lagging
181data. So when you look at our baseline here for 2025, that's the graduating class of 24 and then 2026 is our graduating class of 25. So I can say we are in line to meet both of those targeted goals. Um, when you look at your methodology sheet, you'll notice there's indicators for college readiness. Uh, these cover SAT, ACT, all the wonderful things we offer in CISD. Uh, we have career readiness on the back. Um, as you notice, we've actually changed and morphed over the last five years. We're kind of in an indicator for just a little while in career ready here that we'll get to hone in on. And then you'll see special education and military ready. A military ready. I'd like to point out this will be the first year that we don't actually
182have to seek out the DD4 forms. Um they will come through the actual process of the military and those I do believe this will increase as it's um Dr. Landry spoke in our committee. This is a really hard one to hone in on. Uh we will continue keeping these on file just because it's just good practice for us. So that's kind of our CCMR criteria. Um, our goal is to move from 76 to 88. I'm kind of a gold digger, so that's an A. Um, that's what we want our district. Dr. Landry is looking at me and Dr. Povich, I can kind of fill him back here. Um, uh, that that is lofty. But what I will say is is when we set CCMR goals, we set the whole child in mind. Our goal is
183is when they leave us is that they are a student that can go directly into our community and make a difference. So whether they're college ready, they're career ready, they're going into the military, we want a child that's life ready. And so that's where our goal is in mind. So thank you all. So now, excuse me. Um we are moving on into the progress measures portion. So we have our three large goals which we just reviewed with y'all. Um and then the progress measures are components that are supposed to help us get in line with achieving those goals over time. So we have our um progress measures for early literacy and early math are very similar to each other. For preK, we are proposing to use um the funological awareness on the circle literacy um
184assessment and the math progress monitoring portion of circle. Um that's a test that we've already been giving um here in Conro ISD. Um and then for our kinder through third graders, we will begin using the NWA MAP um results as a progress measure towards um reaching that third grade goal. Um for CCMR, I'll let Tally reference those. So when we evaluated our strategies, one of the biggest things is we wanted to make sure we came from that that whole child approach. So the TSI criteria follows in that college readiness which means they're they're ready to go into college with all the tools they need. So we'll look at that for both math and RLA. We also are going to look at the percentage of students who earn an industrybased certification and we're actually adding on
185to this. It's in our progress measures draft here that we're going to also include completers because that is the new strategy for 20 uh 25 and beyond. And then at we also have economically disadvantaged graduates who meet CCMR. And so while we know CCMR will get look at a new change in 2028, we still believe these create that whole CCMR student. So this next portion is not in the presentation that you received from Dr. Landry. If you recall, President Odenweller, when we started talking about the closing the gap subgroup during our subcommittee meeting, you entrusted us to set these goals for the progress measures. So, you will not have seen this in your previous uh information that you received from Dr. Landry. And these will still have some adjustments made to them because a part
186of what happens in K through three will not be established until our first nine-week assessment from MAP. So, just so the board is aware, this is new information. It is in the printed packet that you received today though. Um that way you can see it up close if you need a easier view of it. So basically these goals are set very similarly to how the goal uh the overall goal is. Um for these progress measures we have our uh this is for our um early childhood literacy for our prek students moving from 81% to 86% um on target for that uh phological awareness element of the circle test. Uh very similar information here for the progress measure for prek. Uh for math again moving from a 92% to a 95% we haven't jumped up as
187much in this. You'll notice we stay the same some years. Once we reach over 95% some of times the data can become statistically not as significant. So once we reach 95% our goal would to be to maintain 95% or higher over time. And then this next one, it looks a little bit blank. As Dr. Taylor mentioned, uh we have not taken the NWA MAP assessments yet. So we do not have our full baseline data yet. So for our baseline here, we have based that on the national norms which is 50%. So, I will explain a little bit extra about how that 50% works because that sounds at first glance it sounds like it's low. When um the the progress measure we're proposing here is to look at the percent of students reaching their um projected
188growth measure for the NWA MAP test. On average throughout the nation 50% of the students will reach their prog uh their growth projection and 50% of the students will not reach their growth projection because it's the median number for the students that they have normed in that area. So starting with our baseline of 50% uh in talking with NWA MAP when a district has 50% um of students meeting their growth measure essentially their um achievement will stay the same stay static but we don't want our achievement to stay the same. we do want it to increase so that we can make those increases into the goals that you all saw earlier. So what we've done here is start um increasing above 50% so 51% for this coming school year gradually going up to about 55%
189um so that way our students are more than 50% more than the national norm are reaching that uh projected goal. That way we are accelerating our achievement over the years. Um once we will fill in that 2025 baseline line right there uh with data once our students have taken both the BOI and then we also have to have them take an MOI because you can't show growth on your first test. So once we have the MOI data, we'll be able to uh fill in the baseline information for this um chart. You might notice that all the student group information has that their goal is set at 55% over the course of the years. It's basically because growth unlike achievement is is a more level playing field for each student because some students may be growing
190from a very low to you know they may be growing from low they and they can grow a little bit and then we have our highest kids and they can grow as well. So it's more of a level playing field there. So that's why we've proposed that 55% across all the categories and that is what we are looking for for both the K through3 math and RLA uh progress measures. Now we move into our CCMR specifics. So our first progress measure as we identified earlier is in that TSI criteria where we have set this goal um as proposed is that the students that are in TSI criteria we would have at least 60% of our graduating class that would meet that college readiness. Um that's pretty in line with the state. Um that's also in
191line with where our projections are. That's still a lot of growth. That's 13% which is around about on a thousand graduates 150 130 right and so that's huge and so that's our TSI criteria one uh our industry based certification and completers I do want to note here we set our baseline using the 2027 accountability and the reason for that is is in order to evaluate this progress measure yearly we had to kind of go back on our baseline our actually baseline in 2025 is 30%. Because the indicator is different. CCMR is one that changes I almost want to say daily, but we'll just use that it changes yearly right now. And so we know that for the accountability year 27 is where we are today. So that it would be sitting at 8%. We still
192are are in that goal driven process that we want to finish at 30% with our career ready students. Um that's a lot of students with a lot of opportunities. And then our final progress measure of 3.3 is that economically disadvantaged graduate. Um, this is a large population for us and we want to ensure that we're impacting them positively. And so by honing in on this and and evaluating this data annually, we are we're just putting that at the forefront. Dr. Dr. Taylor, did you tell us that we or or maybe Lauren, you mentioned it in the subcommittee meeting that we were at even higher number now? What's the percentage for the economically disadvantaged ECOIS for the district? The last time I looked at it, which would have been about probably a month ago, we were
193well, it wouldn't have changed because the school year's in it, we were at approximately 44%. Okay, that's what I thought. And it was 40 but 4% I mean is within there but still so I can kind of give you a little perspective for a graduating class. So the graduating class of 25 there was students right at 2013 were economically disadvantaged. So that's just a large population of students. numbers one more time. Um, and so remember our data is PEMS in the summer. So this is not our total graduates. It'll drop some, but 5621 graduates for the cohort of 25 with 2013 of those being economically disadvantaged. Our last slide here is just a diagram from NWA map, excuse me, of how that growth projection works. Um, in case there was questions about it. Um, are
194there any questions about any of the progress measures or the goal setting or comments that y'all would like to share with us? I'll just say in closing again, thank you all so much. I know we've been working on this you all a whole lot longer, but us in communication since March, April um as a subcommittee before we stopped working in committees. But um it was this was already underway and we're just now getting ready for you all to have it voted on in July and I know that that's a lot of work on y'all's part and we really and time spent with us and we really appreciate it. I have just one question. I know that it's best practice to only have three goals. Do you know of any other district that has four or
195five goals for HB3? I have not seen any. I've looked at a couple from other districts to see if they were doing something that was significantly different. We also have templates from TEA that they provided when um they rolled out um HB3 back in 2019 and none of those templates involved having more than three goals. So one of the reasons for just having the three is because there are the three main measures that HB3 is trying to target which is basically starting with a strong foundation in literacy, a strong foundation in math. So that first year that they take STAR in third grade for math and reading and then to finish strong with our career and college ready graduates. that was sort of the inspiration of of the the the three rules. So I haven't
196seen anyone who's done something different. Thank you. That's a very good answer. I have one more question for you. Um so the HB3 goals are aligned in our DIP though, correct? They are embedded in our DIP. And so for our last round, we overachieved our HB3 goals, but our DIP didn't reflect the change. Oh, I don't know how to explain it. Um, so if you go to the student achievement, I think it's the goal number one. It it still showed that we were going to achieve less than we had already achieved. Does that make sense? Am I explaining that correctly? It does. So the state recommends that we do not change the goals and that if for some reason like because there was a large legislative change or something like that that made something no
197longer relevant or something like that um that we would basically we would need to go through this similar process again. So since that had not happened they maintain their goals. Now, those were, of course, they were shooting for higher. They didn't want to revert back to a lower number, but the the state recommends that we maintain the same goals for the five years. I guess the struggle that I had is that on our district plan, right, that our number one student achievement goal was we had already met it. So, what's the point of having an improvement goal if we've already met it? Um, logically, I am clearly not an educator. I'm a lay person. Logically, that does not make sense. Is there not a way for us to if we were to overachieve to fix
198that in our district improvement plan goals? I hope I'm making sense. You are. Okay. Thank you. To the to the lay people in the to me, I mean, it'd be the same thing as a as in your sales world. If you've achieved your goal, you're not going to just go, "Okay, we've achieved it." And and you're not going to renew it and and push your staff to try to That would never fly, right? So, I'm understanding what you're saying. Why Why would we not want to make that change? So, I'm following and I'm not really clear what you're referring to, but what I I think you may be referring to is is the five-year goal that was met previously in the DIP. Correct. and we continue to monitor that goal. From my knowledge of of
199what we're looking at, we're also looking at the strategies. The strategies are the individual student needs and the work that goes into that goal. And that doesn't stop. If they had achieved the goal at whatever the percentage was, each formative review, which happens roughly every nine weeks, we're still doing the work. We're still moving the needle. It doesn't matter that we've reached that overall goal. We're still addressing student needs through our strategies. that work continues all year if that makes sense. So if I'm understanding correctly what you're saying is is even though we've achieved it, we don't change the number on the paper or on the report. We're still doing the same strategies and keeping moving forward. It's just the number isn't changing. What I would say to that is that those of us that
200are community members, that won't make sense to us. That might make sense to educators, but that does not make sense to the community, right? If we're striving for um you know improving literacy outcomes for instance that doesn't make sense to look at that like you look at the district improvement plan is I think it's called the baby right it's the it's it's the it's really important and our number one goal that is on the district improvement plan has already been met. So it just it it logically it just doesn't make sense. So, I don't know if there's a way to, you know, I know that there's a lot of legalities when it comes to the district employment plan. I understand that, but if there's not a way to denote that it is an HB3 goal
201and it's already been met, I don't know. I think that um it could be frustrating for people as well to keep moving the bar like, okay, you met your goal, never mind, you know, like have that keep going. But I think if we did something like you know goal met and exceeded by this amount it might be I would say even yes there's bragging rights there and we didn't take you know we didn't take up on those bragging rights of overachieving a goal. I agree with that and I don't want to move the goalpost. I understand why you set a five-year goal and then you stick with it right. You don't move the goalpost. I understand that. But but yes to your point that that makes good sense. I can speak on CCMR real quickly.
202When you look at our historical data, it changed so often in those five years. If you'll notice, we actually knew we were going to hit the 2024 goal because the the indicators were in line, but we knew we would be a 76. So, we had actually projected it out over five years even though we knew we'd drop because we knew in the class of 24 the indicators were drastically changing. And so I I can foresee these are board goals and if you tell me that you want me to go to a 78, I will definitely take that back to our team and we'll work on it. That's the way I can speak on CCMR. I'm personally pleased with the goals as laid out the draft. I'm not sure about the rest of the board, but
203go back to the reading. So, if you're referring to the reading, uh, Trustee May, one of the things that we could denote in our DIP is that we've met the yearly target, but we continue to work on the strategies. I think that makes sense, um, the way the public sees it because I'm not sure if they see all of the different pieces that happens underneath that big goal, but I mean, that's an easy fix to make sure that the public understands that although we met that goal, we are still working towards uh, improving student outcomes. I think that would be fantastic. Thank you. Mhm. Thank you for understanding that. I know I didn't explain that well. That's appreciated. Are there any other questions or comments? No. And thank you very much. I know we're all
204waning. I know we're into the lunch hour and we've been here since breakfast hour. So, I apologize. We're on to the last item. I think I I don't know how long it'll take, but I don't think it'll take that long. But trust uh President Odolone, we don't have a quorum now. Yes, we do. Trusty Horton is still here. She's still there. That's the only reason why I knew we could continue when we were dropping. I forgot she That's all right. But that was a good point because we have to like keep all all of us in check here these days. We're all transitioning and shifting. And kudos to Trusty Horton for uh sticking with it on vacation. Amen to that because we would have possibly been although we're not de we're we're receiving information. I
205don't know if legally I'd have to look this up. I don't know off the top of my head if we didn't have a quorum what we would have had to we would have had to have stopped. So all right thank you. We're now on to legal item uh item number four legal consider and possibly adopt. We're not adopting today. We're just receiving just so you know board policy FD lo uh local admissions. I'm not even going to read it all. Dr. Povich, please. Good afternoon, President Odin Weller, members of the board, and Dr. Landry. I appreciate your time this uh this afternoon to talk about Senate Bill 401 and its implications for the school district. So, I wanted to give you a brief history of how we got here. So, back in 2021, we had
206House Bill 547 that was enacted and basically it told school districts that you can permit homeschool students to p participate in your UIL activities and you were also you had the option of deciding what particular UIL activities would that be. To be clear, that is usually athletics, fine arts, um, and it also could be your academic UIL team. So, this was the state saying that it is permissible to allow homeschool students to participate. You had to opt in at that time uh, by August 1st and declare it as a district with UIL and you also had to specify in what particular programs. So, you saw some districts would say just the uh the JV and below, they didn't allow varsity. Some it was just the junior high. Um, when this first rolled out, I think
207there was somewhere around a little less than 30 districts across the state of Texas. There was nobody in the greater Houston area that was participating at that time. It does remind us that in there that while a homeschooler participates, remember there are academic requirements for a student to participate in UIL. In this particular one, it reminds the district that you do not have any control over the academic side of the homeschool. That's left to the parents. So, the parents are responsible for the academic oversight. And the other part in this last bullet on this slide here is very interesting and I I'm glad that they put it in there because it says if you start off in a public school and then decide to withdraw and become a homeschooler you cannot participate back in to
208the public school for UIL activities. And you would ask well why would that be in there? That's a key because let's say I am a student in a public school and now I am not meeting my academic requirements to participate in UIL. You the UIL has set up such that I can't withdraw become a homeschooler and say I'm passing and I can go back onto the team and participate again. So that I believe that's the spirit of what that last bullet is saying there. So if you withdraw from a public school in that particular school year, you cannot participate from as a homeschooler for the remainder of the school year. UIL added an amendment back in 2021. This is some of the key parts of it to give us some clarifications. Um it did limit
209that it's to four years and as I said before, concurrent years from the time the student is a ninth grader. also specified UIL says repeatedly it is up to the district to determine which programs a hope homeschool student can participate in but you are still required to make sure that the homeschool student has the same uh criteria as an enrolled student and so that's the 60 minutes per day you cannot violate that rule and so forth um again it says it's a lone local school decision and I think the fourth bullet down there is probably another important part. It says homeschool students cannot participate in both in a public school as well as a homeschool program. So, for example, I cannot go and play football for a homeschool league and then turn around in the
210spring and play basketball for the local public school. And at this time, and I should have pointed this out before, students could only participate a homeschooled student in the public school that they are zoned to. So, you didn't it wasn't a free-for-all where you could go to any public school. It had to be the school that you were the residents of. And so, then the homeschool student would have to go through the same process that we enroll students. They would have to prove residency, immunizations, all that had to be uh implemented as well. So in 2023, House Bill 3078 came out and one of the arguments against this a lot of districts said is there is no funding for it. Well, they have offered $1,500 per student per UIL activity. Again, this is an optin.
211you still had to elect a district by uh August 1st and it you can go to the UIL website and it will list out the school districts that have opted in. Um this really and I've heard the term move the needle. It really didn't move the needle much. I just looked uh again at last year's there were 46 school districts across the state of Texas that participated, none in the Houston area. Uh when I was looking for a 6A, someone who has a 6A, Hutau, home of the Hippos, is the one 6A school that I could find that was participating. It's a one high school district. What I see is some of the districts that participated were facing declining enrollment and so they were looking at ways to add into their programs. So that brings
212us to where we are at now, Senate Bill 401. Remember I've been saying all these other bills it was an opt in. Senate Bill 401 is an opt out. So it's a very different program here. It becomes effective this school year and it's up to the league and that's what Senate Bill 41 says up to the league to determine when uh you have to make a decision. Well, the league is UIL and UIL has pushed back and said school districts have till September 1st for 2526 to make a decision. Any year afterward, we we're back to the August 1st deadline. But remember, it's an opt out program. So what it means is right now every school district is required to let homeschoolers participate in their UIL programs unless you opt out prior to September 1st
213of this year August 1st in the following years. There's another provision here and I think this is the important part at the very end as well on this. The bill also grants that let's say take the example that we decide not to opt out. Conor ISD is going to permit homeschool students to participate but the surrounding districts around us decide to opt out. It the Senate Bill 401 says if you are a student and your local school district has opted out then you're permitted to go to the nearest district that has not opted out. So what that means is if Conor ISD does not opt out and everybody else around us does, then we would have to not only be obligated to the homeschool students within that live within Conor D, but also homeschool students
214that are near us outside of our district. So that that's just something to keep in that's different than I think from the other bills that we've seen in the past. All right, comparison group. I've looked at these again. I've stated before, none of the other districts around us have participated, have opted in in the past. Um, preliminary talks with other athletic coordinators or directors from around it. No one's in favor of uh including homeschool students right now. And I'll give you some discussion points why what I believe looking at it. First off, uh 6A programs were extremely competitive. It's very difficult to make the volleyball team at any of our schools right now. So, we're at if we allow we do not opt out, we're allowing homeschoolers in that's more students that are eligible for
215our programs. We are not looking to be more competitive than we already are. We're already there at the peak in my opinion. Um, it also requires extra eligibility checks on our directors and our coaches. Remember I talked about the 60 minutes per day. You also have to ensure that those students when they're not at your school that they are not having private coaches and violating UIL rules. You have grade checks and monitoring outside of the school. That's got to be conducted by the coach and director. Uh minor thing, but not on some campuses. How's a kid going to get there? Um parents going to have to drop them off and or the school is going to have to provide parking. Homeschool students can attend courses then as well. So, you're going to have students who
216are not enrolled in your class coming in and out of your building throughout the day to attend the fine arts program or the athletic program that corresponds with the UIL program that they are participating in. We still would not receive full funding for the homeschool students. And then I we already have something in place in my opinion. We have the CSD virtual school through grade 11 and we do have athletes right now and so forth that are participating in our UIL programs at their resident high school while they're attending the virtual school. So we do have a measure in place that makes us better, I think, inclusive on that side. Uh again, based on our discussion with athletic directors, I'm not so sure. I can't tell you what all the other districts are going to
217be, but there is the risk that if we don't opt out, we will be the one school district available to everybody outside of our district as well. Think about our current transfer process. It's very hard if you live outside of CSD to attend CSD schools. Very few uh options that we permit. Senior courtesy is one of them and a staff member that lives outside or lives outside of the district. That's only two ways. This would be another way that people outside of the district then could participate in our school programs. So, that's something to keep in mind. I was curious to see what taps that is kind of the UIL uh equal, if you will, in the private school. They do not allow homeschool students to participate in their programs. And then the other thing
218that's a little scary and I looked this morning, they've have they have actually updated uh since yesterday, last night when I looked this morning, they had a few more things, but they're still trying to define what exactly is participation and what does that look like uh for this first year. If you look at the Texas High School Coaches Association, they have nine bullets on their site of why they're against homeschoolers participating in their UIL programs. I picked what I thought were the three. They seem somewhat redundant, the nine of them, but when you look at these three, it's the lack of regulatory oversight. um the district by law, we cannot regulate the academic side, the attendance side, and so forth of the student like we do for students that would be enrolled in our programs.
219To some extent, you're creating an uneven playing field. You're holding the students that are enrolled in your school district to a higher standard than the students, let me correct that, possibly a higher standard than students that are in the home school. um there is not that overseeing accountability and it's it is an unfair competitive advantage because we know our schools our students that are enrolled in our schools have so many hours of school they have to attend they can't be practicing during the day at that time. So that's some of the things you can read the paragraph there. They have that on their website of why um without enrollment there should not be an eligibility because of the educational accountability that is lacking here. And it creates an inequity between those students enrolled and those
220students that are aren't enrolled. And my personal opinion, and this is just me and maybe it's I know I'm getting old in my time and that, but the and and not that we have a name on the front of a fine arts suit or dress that we're going to performance for UIL, but in our athletics to me, the name on the front of the shirt still means something. And so when I'm representing that school, in my personal opinion, this my personal opinion, we should be enrolled in the school to represent that school community. However, it is the board's decision. Uh we respect your decision and we will do and honor that decision that is made. So that is the information I have for you this afternoon. Please share, ask any questions. I'll try to answer
221them the best I can for you. Okay, we have four of us still here. Trustee Horton, it's similar. And uh May, do either any of you have any discussion, comments, questions. Um I know that in our budget presentation earlier they noted that we don't know about ESAs. So, I just think it's important to note that with the ESAs, we could potentially be getting a large number of students from all over and then that could go up considerably once the ESAs are implemented because then we'd have more people coming. So, are are you saying financially it's a concern for you if we were to opt in? If we opted in? Yes. I don't I don't know how the how he would handle that many students coming if every other district opted out considering it would continue
222to go up. That was a concern of mine as well when I was reading through the bill and trying to decipher through it. I'm I'm concerned if we were to be the only district and of course the largest district in the area, what would we be setting ourselves up? We we don't even know how just take our district alone. We don't understand what the impact will be yet. we haven't studied that or prepared for that. I so let alone any other students from other areas even just coming for tryyouts. I mean, we're not guaranteeing them as our speaker said earlier, we're not guaranteeing them a spot, but how many more influx of students could we potentially have trying to try out for a team? Then the the third part of that caveat to me is
223do we run the risk of stacking teams? Could not that I'm saying we would do this, but could we have students say they were do homeschooling from another area that's a stellar athlete come play on the Woodlands football team? And now we're stacking teams with homeschoolers that are coming from around us that could be stacking that team to be an unfair advantage in competition. I mean, it's just thoughts that came to me that we don't even know what this would look like at this point. And President Odin Weller, that's as a parent of kids in the district and that that's something we would have to face administratively and as a board. Are we going to be able to tell our parents who have kids enrolled in our schools that yes, your kids on the sideline
224are not even on the team because of kids outside of the district or homeschoolers coming in? That's I don't I have a hard time with that in my opinion. Trusty Pay. Um yes, I agree with uh Trusty Sumler's assertion about the ESAs. We don't know um exactly what that's going to look like and um you know, the market is changing. that the playing field is changing. Speaking of athletics, but and also I just um want to clarify I do know quite a few homeschool um students that are now adults in our society and they are highly intelligent. Um so I I wouldn't say that that the standard is less for homeschool. Um I would say it's different and and that counts as well though. But but I just want to clarify. I know a lot
225of homeschool students that are incredible students. So, do you all are you uh Trusty um Horton, did you have something you wanted to say? Um I'm in agreement with everything that's been said. I think it would be unfair to our students or enrolled um to accept um students from the outside not held to the same standards. So, I'm in agreement with what everyone else is saying. Uh Dr. Dr. Landry, I'd like to open it up to do you have anything else to add? You know, um I think Dr. Povich did a fantastic job of kind of highlighting, you know, the concerns that we have and then we we can debate whether or not it would be a financial burden on us. Um you know, when you when you add in the costs of the uniforms
226and the the materials, the instruments for the fine arts people, the music and the supplies, not to mention the travel cost associated with transporting kids to events. Um, we can debate whether or not that's going to actually what kind of burden that's going to land on us given that the partial aotment. Um, and and we can we can talk about um the obligation that we're going to face if we are the island of the only school district. Um, and and the indications are that we will be the only one or one of the only ones if we do don't opt out. and we simply don't have um the a way to know what that's going to look like for us and we are we're not prepared for a huge influx um because you know at
227the end of the day even if the let's say the the money offset that they send us allows us to hire more coaches we got to remember that our coaches are teachers first uh for the most part and that offset a lotment may not allow us to add staffing. So, if we can't add staffing units to add additional coaches, then we're talking about teachers giving up academic periods to service athletic periods and uh and that that's not you know, making classroom sizes bigger is not a goal of ours. So, you know, there would there would be issues there. Um and then but then at the end of the day um you know we we need to take into consideration then the the potential negative impact that it'll have on our students because even if you
228add coaches and you add more B teams or C teams or more JV cheer or whatever you add there will be only one varsity squad and there only so many spots on that varsity squad. There are only so many marching blocks in a band. Um there are only there's only one lead actor in the one act play. So, um, those non-enrolled students who may or may not have a competitive advantage over our kids, uh, will be will be will have the opportunity to negatively impact some of our enrolled students who this might be their opportunity for for a future. And, and I think as we progress in this conversation, those things need to stay in the forefront of the conversation. How will this because it will impact if we opt in, how will it negatively
229impact those kids who uh who are enrolled and uh and don't have the option financially or whatever to do homeschool, private school and uh this may be their only opportunity. So that would be a concern of mine. My only other comment on it does kind of go to what you were saying, Dr. Povich. Um, we've we've got history of of um what was it Dr. uh Spear said earlier? She's been a a Highlander for 20 years and now she's going to be a war eagle. That's not going to shift easily. And and when we've built in every one of these feeders a pride, uh a branding, a whole philosophy, um and mindset, and it it pumps through our halls. It is who we are in those schools. Um, and so a as a parent of
230a of a a former college athlete, I I understand and he was a Taps player, so I fully get the gambit of it all. Um, I would never have expected my child to go from being where he was to being allowed to play on another team um for for his, you know, his successes. I mean, he's he's got to be all in or, you know, or in something all in somewhere. And so I I don't I know we're not here to make a decision tonight. Well, we've we've said what is there anything else but or today? I'm used to it being night, although we're getting there. Um, anything else you all want to say before we close on this? Just one last thing. Thank you for bringing up the virtual school, the V virtual academy.
231I mean, we we've talked about the the beautiful plans that we have for our virtual academy and and that is a good alternative as well. But thank you for bringing that up because we're excited about them. Yes. And we have kids that start in athletics in seventh grade. And one of our ones that has been in the leadership academy and then the um he's now going into eighth grade and he he wants to graduate from the virtual school or virtual academy and um wants to continue playing with his neighborhood friends and he's still enrolled in Conro ISD. And we have athletes that are invol enrolled in the the virtual um school and they are competing nationally in other sports you know on their own not in our district. So we have both spectrums and just
232yes thank you for mentioning them. Okay. I just wanted to say I think our number one goal is and I I think I can speak for everyone as to how to best support our Conrod students and I think that we need to keep that in mind as we go forward and I think that allowing other students to come in from possibly all over the area does not keep that in mind. Thank you both for that. Is there anything else before we move on to an uh I think we're at adjournment. Yes. Okay. Um, anything else? I'd entertain a motion for adjournment. So moved. Second. Yes, we stand adjourned. The time is 100