001The time is now 12:07 and we're going to call this specially called budget workshop meeting in order. I want to thank everyone who is here with us today personally in the audience and all those who are watching online. Thank you for being interested and invested in our district. Item. Oh, this is a specially called budget workshop of the board of trustees of the Alice Independent School District that shall be held at the Alice ISD administration building board room number two Alice, Texas 78332 on Thursday, July 24th, 2025 at 12:00 p.m. At this time, we've called the meeting to order and we will then establish roll call and forum. An announcement of this meeting has been held and newly called. A notice has been posted in accordance with the Texas Open Meetings Act section 551.043 and
002the Texas Government Code. Present today is Dr. Dinoho, the superintendent of schools, myself, Jennifer Beretta, the vice president, Mr. Herman Ariano, our secretary, Mr. Cro Samura, trustee Mr. Adria, trustee Miss Deera, trustee Mr. Cody leaves and trustee one. So at this time we have a forum. Item number three, the pledge of allegiance to the United States flag and the Texas flag. >> 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. I aliance to the Texas one state one indivisible to item number four on the agenda the public comment. Audience participation at a board meeting is limited to the portion of meeting designated to receive public comment in accordance with board policy be local.
003At all other times during a board meeting, the audience shall not enter discussion or debate on matters being considered by the board unless requested by the presiding officer. If the speaker is seeking board resolution of a specific complaint, that concern should be addressed through the district's agreements policy. At regular board meetings, the board shall permit public comment regardless of whether the topic is an item on the agenda posted with notice of the meeting. Public comment shall occur at the beginning of the meeting. Individuals who wish to participate during the portion of the meeting designated for public comment shall sign up with the board's presiding officer or designate before the meeting begins as specified in the board's procedures in the public comment and shall indicate the agenda item or topic on which they wish to address
004the board except as permitted by board policy beed local and the board's procedures on public comment An individual's comments to the board shall not exceed 3 minutes per meeting. When necessary for effective meeting management or to accommodate large numbers of individuals wishing to address the board, the presiding officer may adjust public comment procedures in accordance with beed local, including establishing an overall time limit for the public comment and adjusting the time allotted to each speaker. However, no individual shall be given less than one minute to make public comments. At this time, we've checked the public comment signup sheet and no one has signed up. On to item number five of the agenda, the budget workshop 5A, this salary study and the tax summary. Dr. >> Good afternoon, members of the board, members of the audience.
005There have been some changes with the legislation specifically with House Bill 2 that affect budgets and affect uh teacher salaries for many districts or really for all districts throughout the state but in particular for districts with less than 5,000 students involved. And so we're going to be sharing um our presentation as far as possible recommendations for uh raises for the upcoming school year to address the changes with House Bill 2. This year, Als went ahead and contracted again with TASBY and we have Jennifer Borton here with TASBY and she did do a comprehensive analysis of the district salaries as far as again comparing us to other districts, comparing us to the market and making recommendations for us to be able to pay fair salaries across the board. So, I invite Miss to the podium to
006share her findings. Good afternoon, Dr. Tina. Thank you for having me here, board of trustees, and I am excited to be here to actually visit in person this year. Your district is beautiful, and it's always a joy whenever I can come and visit uh school districts. So today we are going to be reviewing at a high level the pay maintenance um review that I conducted with the district this year to look at your compensation plan to uh address compliance for household 2 since that is a new topic as well as to provide some recommendations for the board moving forward when there is adoption of the compensation plan. Last year, I had the privilege of working with the district on a pay systems review. And so, we worked together to create the market-based system and to
007put a system in place. And this year, we are maintaining that system. We're going to see all the great work that the district has been doing uh to provide not only strong pay for teachers, but for all employees in AliceD. I am an assistant director. I do compensation as well as lots of other things. So if you were here last year also I did the staffing review at that time and so I do understand a lot of the data with Alice ISD and your structures but today we're going to specifically talk about the process of compensation and I did talk with Dr. Trevino. We will be offering some board credit today. I'm sure all of you all will enjoy that. So we'll make sure that you get certificates after this meeting but with that you
008have to learn a little bit about compensation in schools. All right. So we're going to go through uh first off the review process that we do and this is our standard process that when we work with districts with compensation uh we go through this process with every district. So first off what we do is we work with district administration and kickoff discussions to determine what the goals are for the district for their compensation plan where they would like to focus their efforts. Especially in many districts right now, we do have budget constraints. And so sometimes we cannot put all of our efforts for one employee group or one type of strategy. And so we want to make sure that we understand where the district is at and where they want to go in the future
009with their compensation plan. We also go through a specific detailed process to collect data from the district. That would be all employee data, data about pay plans, pay structures, stipens, anything that would relate to compensation of employees. And so the HR department is the contact here and we worked closely together this year to ensure that data is cleaned up. We do have an analyst actually a data analyst that supports the process on the front side and so she worked very closely with the district too. Her name was Mariah and she did a great job. Once we get all of that data and we clean it up, we take that data and we match it to market. And we're going to talk a little bit about our market peers and what market comparisons are in this
010study. A real high level overview, but basically when we're talking about market for school districts, we're looking at school districts of similar size and enrollment for certain jobs. We're looking at local geographic districts, but we also look at some non-school market to ensure that we are paying competitively for those jobs that we see both in schools as well as outside of schools or in the retail and private sector. We uh as TASBY HR services, we have about 160 common jobs that we see across schools in Texas that we match for. So every single job in a school district is not going to have a market match. However, the majority of them will. And with those jobs that maybe they do not have the same exact title, we look at the job descriptions and we match
011accordingly. Where we may have some questions about matching jobs, we work with the district to ensure that those matches are appropriate. And if not, then we do not include those matches so we don't skew our data. Once we have the market, we go through and we do analysis and we build models for improvement. So, what we're looking to do is we're looking to align all of our pay structures with market value. And we're going to talk a little bit about that a little bit later. And we also look to adjust employee pay. And we do this in a variety of ways. So, we group like jobs in different pay groups. So, for AliceD, we have teachers and librarians. We have administrative professional, which would include any exempt positions that are either administrators or professional jobs.
012We have pair professional or clerical pair professional which are more our instructional uh support jobs that are forward- facing on our campuses. Those would be our hourly support jobs as well as those that are more clerical or business or HR in nature. And then we have our auxiliary side of the house which would be any of our auxiliary jobs or hourly. So there are four major pay structures that we have for the district and that compensation plan will be proposed to you at a later date for you to approve. The other part that we do is we use those pay structures to ensure that they are strong to market for all of the jobs aligned in pay grades for non-teers and then for the teacher hiring schedule and then we give some adjustments to certain
013employees and to certain pay groups to ensure that their salaries are moving towards market valuing that market value because of the type of job and to ensure that they're competitive not only with other districts in the area. It may be with other jobs in the state as well as the private sector. So some object objectives for a pay system within a school district. We uh produce a marketbased system. We want to use that pay system to recruit employees. So we're really looking at strong entry and starting rates for all employees. We also want to make sure that there's competitive pay provided for experienced new hires. So, if we're trying to attract talent from other surrounding districts or from other areas in the state, maybe even the private sector, we want to make sure that we're
014going to pay them well and we're going to be able to recruit them in. With that said though, we really want to make sure that we're retaining our employees. When we hire great talent in our district, we want to be able to keep it. And the way that we do that is we advance that paytomarket rates. And we're going to look at what that looks like in a minute. But we also provide market competitive pay increases. And so those are going to be some of the recommendations that the board will have to evaluate that we've provided to the district to ensure that the raises that will be offered will be market competitive for employees in the district. We also want to make sure that we're paying fairly for job value. And so we don't want
015to overpay jobs, but we certainly don't want to underpay jobs. There's a lot of factors that go into what we create as a competitive salary for an employee, but we also want to make sure that our structures are supporting um the least amount of over and underpayment. We want to try to have those jobs surround market value as much as possible based on years of experience. And then ultimately, we use the market-based system to control costs. And so with that, we can propose salaries, plans, increases that are driven by the available budget that we have. We can also plan for those in a way that we know what budget money is going to come out. So it's kind of not all over the place. We know exactly or close to exactly what we will be
016spending. So when we're thinking about that market pay strategy in a market-based system, you can look here at the rectangle. So if we would consider that a pay grade and we have multiple jobs of similar duties and responsibilities, let's say that pay grade there is our first pay grade that we have custodians, maybe we have cafeteria workers and maybe bus monitors. Well, the market value there is going to be 100%. That means that that is going to be the value, the average value for those jobs. We would like some of our employees to be at that 100% but those would be employees with around 15ish years of experience but we would also like to see a spread of our employees from the bottom to the top based on years of experience because in school districts
017we pay based on experience and so it is very common and what we would like to see is that we see a nice spread across that pay range. Every once in a while, we'll have some outliers at the very top. And that's not necessarily a bad thing. It may just be prior um pay practices that have increased their salary over time to be above that pay range. When we adjust our structures, we want everybody to be basically within that range. So, we will bring them up to that minimum. Typically the rule of thumb, although it's not a strict have to, is that we'd like to see most of the our jobs within a 90 to 110% range when we're comparing to market. But a lot of times that will be based on the type of
018job that we have, their duties, responsibilities, as well as their years experience. But the market um value is what we're looking for. The other thing about a market value is that it moves. So the other name for the market value is a midpoint. But the reason it moves is because we're always adjusting it to be aligned with the market value. And as the market shifts and as it increases more competitively, we are going to want to adjust our market value to be competitive. So often there are questions about I'll never get to midpoint. Well, you may not want to be at midpoint because you want to be at the market value. So if we adjust it, we want to get you to that point. And we have to remember too the midpoint is where we're
019calculating salaries in a a market-based system and so we want that market value to be strong. Did you have anything to add Dr. Ty? >> When it comes to the midpoint that's how we calculate all raises right by based on the midpoint. So even if you're below the midpoint or above the raise will be at the midpoint in order for it to be consistent across. So I think that's many times people think I shouldn't be at the max. But if every year the midpoint is moving, you're not going to be at the max, right? But you're being paid the value of the job. >> Yes. Exactly. >> All righty. So any questions on the compensation strategy before we move on? I want to make sure that everybody feels comfortable about this. This is a board
020workshop, so definitely feel free. Okay. All right. So now we're going to move into specific data for Alice. So working with district administration, we chose this group of market peers and our market peers are going to be in a compensation study. Those peers that are geographically near you as a district. So we have for the study this year, we have about 15 market districts. And when you look at your data chart, you can see that there's a few um different districts that have some double asterisk there or an asterisk. So the double asterisk means that that particular district did not participate in the TASBY HR salary survey. So we do not have market data. However, for those particular districts, we were able to obtain their teacher hiring schedules. So we have their teacher market and
021their teacher data. So you can see that we had 15 peers for that particular uh group for exempt and non-exempt. So those would be your other non-teers. We choose Corpus Christi because they are obviously only about 45 minutes from y'all and you do compete with them for talent and for employees. But because they are so large, we uh exclude basically directors and above because those jobs look a little bit different. And we'll talk about market for directors and above in just a second. But overall, we were able to get 12 peers for our exempt and non-exempt, which is a good data set. And these are the same peers that we chose last year when we were doing the study. And typically, we like to keep them as similar as possible because we can see where
022the market shifts and what those districts are doing compared to us each year. The other thing that we use, the other market values that we use for nonschool jobs, those jobs that we see both in a school district and possibly out in the private sector or retail. So think like an LVN, an RN, some of those type of business and HR jobs is TASBY HR services actually pays for economic research institute and pay scales by pay factor. we pay for that data. And so we pull that non-school data in where it's appropriate um to make a combined comparison of both non-school as well as school district data for many jobs and where there are certain jobs that we have no local market or school data for, we actually just use non-school. And so it's not
023all jobs, but it is jobs that we want to make sure that we have a comparison for to ensure they're placed appropriately in the structure as well as being paid that market value like we've talked about. Okay. The first group we're going to talk about today are our teachers and librarians for their data and their market comparisons. So one thing that we do provide to districts is we provide some demographic data for teachers and librarians or anyone on the teacher hiring schedule. And for outside it is all teachers and then we have two librarians and so they are included within that group. And so you can see that you know in school districts we look at years of service and at the time of this study there were 296 teachers and librarians and you can
024see that the experience data is well distributed for all of your teachers within the district. So this is means that you're not only recruiting in but you're retaining uh teachers and librarians with varied years of of experience but many of your um employees are experienced and that's what we'd like to see. On the next slide, we see demographics for those teachers and librarians newly hired to the district. And what we can see here at the time of this study that there were 40 teacher and librarians hired for this school year. And that the majority of those individuals recruited in had zero years of experience. That is not necessarily a bad thing. That is just knowing that we are recruiting those in into the district. But we're also able, if you look at the last slide,
025to be able to retain them. And Dr. Trevino, did you have anything to say about the recruiting end recruitment is just difficult statewide, right? Teaching right now is at a point where the state is recognizing we're not producing enough teachers from any university to be able to supplement the needs of every district. So, it is becoming very much more competitive for us to recruit. But that's right. I mean, we have attended multiple job fairs. We held a couple here in the district and that really has helped us showcase the work of LSISD or we where we need to be now, but right now we're at the lowest that we've ever had in starting off the year. We have seven vacancies and trying to fill those. That has been the lowest ever, you know, or many,
026many years. I guess I should never say never, but >> one of the lowest that we've had in years. Um, so are we where we want to be known? But this is something that every district is struggling with. >> Absolutely. Yes. There are just fewer teachers to be able to hire out there and many of them that we're able to hire are new to the profession. This is a very similar demographic to our districts that we're seeing this year. Moving on. So now we're going to look at market comparisons for teachers and librarians. So uh this is going to be within two slides. The first slide is going to show the values in graph form and then the next slide will be in actual value form. But what we see here is that uh so
027for our process we benchmark it 0 5 10 15 and 20 years for teachers. And so for each of those years the blue line is showing what the local market median is. So that means the median of those local districts that we discussed earlier compared to what Alice ISD is paying at those years. And you can see that Alice ISD is strong and above the local market median at every benchmark or surveyed year. And you can also see too that we have this straight line or straight slope. And that's exactly what we would like to see in a school district. So we worked hard this last year as with the support of the board of course um but to be able to uh create a teacher hiring schedule that is strong and aligned with market
028and that is what we would like to see and we want to ensure that as much as possible the district can maintain strong and competitive salaries for teachers and librarians and we will have recommendations for that today. So when you look at values, you can see this in value form. You can see that for teacher and librarian pay that the district is paying anywhere from 2 to 5% above market, which is strong. We always want to see uh teacher pay, librarian pay the market. That is very important. And then you can also see too that your most competitive year right now is at 10 years. And so when you're thinking about your experienced teachers in the district, you are paying those veteran teachers well as well. So the other thing that we uh provide data
029to districts for are statements for hard to fill assignments. So this is not going to be every stipen that you offer in your district. That will be discussed later in the workshop with the district, but we do benchmark for certain uh critical need or high need type stipent areas. And so these are going to be the stipens that ALSD offers compared to the market median. And then where it says districts reporting out of those peer districts, you can see out of the 12 that we have their market data, how many are reporting that particular stipen. So master's degree is a pretty common um stipen that we see in districts that is provided to teachers that you know have obtained that master's degree. Most districts value that and that's a very common uh stipen to offer.
030You can see all of the peers offer that particular stipen. Secondary math and science many districts do offer this uh high needs area. Uh it's one of those areas that most of the time they will give it to teachers because they have that composite certification. So they can teach any math, any science and often they will provide either a you know matching the market median or even more than that because trying to recruit and retain those teachers is difficult. The one that we don't see on there is English language arts but that actually in the past few years has become a challenge and so the district will talk about that a little bit later. Also special education stipens have uh actually shifted a lot in the market. We are seeing that most districts are starting
031to offer these even if they hadn't in the past. And we're seeing the values of these particular uh stipens increasing, especially the high need special education stipens. And so some districts are paying lots of money for those high needs. Um and so as you can see that you are leading the market for that high needs and we would recommend that. And then you're a little bit below for the general resource. But again, where we would say to spend your money is for those high needs challenging assignments first. Then you do offer the bilingual and the ESL general. And you can see also how you compare to market. And again, the way that those typically work in districts is uh they're provided to the teacher that's actually in that assignment. Um, and it really depends on
032what your program looks like on what that may be paid for or what it looks like. So, now we're going to jump into non-teers. And this is even though we have six different groups on here, we're going to kind of divide it in half. So, the first three, central administration, campus administration, or professional are going to be your exempt positions. These are going to be the positions that are on your administrative pay plan. And then instructional support, clerical and technical are grouped together on your pair professional pay plan. And then auxiliary is its own pay plan. So uh we kind of break up our market comparisons, but we do put them as a slide here so you can see them as a whole. So what you're looking at on your columns is employee payto market
033is again how competitive on average is that employee pay compared to that market value. Then we have the pay grade midpoint to market. That is the market value that Dr. Trevino was talking about when we have strong midpoints that means that those raises are being calculated off of a strong market value for employees. For hourly, our starting pay, our pay grade minimums is very important because we typically hire in hourly employees using starting rates. That's how we attract employees. And then the number of benchmarks are basically how many jobs did we match within that pay group. So overall you can see employee pay tomarket is strong as well as definitely the pay grade bid points. We made a few adjustments um this year to the structures and the pay grade bid points to ensure that
034we were aligned with market but overall there wasn't major structure needs just because the district is doing such a great job of maintaining those bid points. And so we want employees to kind of move into the range a little bit and to get that employee pay to market strengthen just a little bit more. And so as they move into the range that will do that with those strong midpoints. So you're where you need to be right now. Now we're going to get into the recommendations. So the first recommendation, as I said, I uh provided pay structures to the district for each of those pay groups. We did make some adjustments. We rebuilt the hiring schedule for teachers based on House Bill 2 compliance require requirements and we'll uh talk about that in a minute. But
035I'm recommending that the district implement the pay structures as they're proposed to align with market values. And so essentially what that means is the compensation plan, the structures in the compensation plan. And what those structures have done and what I've adjusted for the district is we've improved starting salaries. We bumped up um starting salaries for hourly a little bit as well as our non um hourly. And then uh we aligned the midpoints with market. And then we did a few movement of certain jobs to align within structures and that was a collaborative effort between the district and myself and we made sure that those jobs fit where they need to be. Recommendation two is going to be across two slides because there's several line items here. So the first slide is going to talk about
036House Bill 2 compliance and um I'm sure many of you have been informed about the teacher retention aotment but that is going to be an allotment that is provided from the state to the district based on your enrollment size and because you have fewer than 5,000 students you will um receive the allotment based on your teacher experience of the $4,000 8,000. So teachers with three to four years of experience will receive the $4,000. Teachers with five or more years of experience will receive $8,000 and that will be funded through the teacher retention aotment provided to the district. There is no funding under the teacher retention aotment that provides for teachers with one to two years of experience. However, our recommendations to all districts this year has been that you need to do something for those
037particular teachers. And what most districts are doing is they are providing anywhere between that 2 and 3%. We work together as a district to decide on the 2,000 for those two years. And then there's only two librarians on the teacher structure. The district has decided to leave them there and they will receive the allotment um you know according to their years of experience and that affects two employees. Moving on for non-teers, we are I have provided four general pay increase models and what it will look like and we'll get to those in just a minute. Um it will have options basically for what the district can evaluate and determine aligns with budget the best way. Okay. So basically model one and model two are going to be a straight general pay increase model similar to
038what you've seen last year but providing 2% of the pay grade midpoint for um all non-teers and then model 2 is going to be 3%. Okay. The district also requested that we provide a GPI model for administrative professional and then a straight 75% increase for all hourly. And so that's what model 3 and model four looks like. So that way we have different cost estimates >> and that 75 cents is per hour, not just per hour. So whatever they uh their hourly rate was this year in the PayPal, they will have 75 cents more next year. All right. So recommendation three is about adjustments. So after we apply the general pay increase or for teachers and librarians the straight aotments and what we're allotting to them as flat increases then we want to look at
039their salary to say okay what does this salary look like compared to market and for some employees we need to make a few adjustments. So there will be a very few but a handful of employees that after we apply the general pay increase they're still going to be be below that minimum of the pay grade. So we provide them an additional 1% to move them into the range. And what that does is one, it puts them above the minimum. So anyone that's hired into the district at that minimum uh pay rate with zero years of experience would not leaprog them. So we don't want our veteran employees to be leaprogged. We want them to move into the range. When we're looking at teacher pay equity adjustments, we know that our teachers and librarians are going
040to receive a large amount this year. And so we want to look at those other positions within the educational career pathway. And so those are going to help um do some equity adjustments there. Strategic adjustments are going to be uh what the superintendent and staff look at for certain salaries because there will be adjustments within there within pay groups to ensure that internal equity is appropriate as well as there are other jobs that need some adjustments that we've discussed. And then placement scale adjustments are actually it is for one pay grade in the auxiliary group and that is going to be for pay grade one and that's to ensure that with raising the starting rate that we're not going to have all of those jobs compressed recommendation four um and it'll be later in this
041workshop but consider increasing statements for hard to fill teaching assignments as proposed by proposed by the district. We've uh internally discussed some of those proposals and the district will talk with you about those recommendations. But remember for recruiting and re and retention efforts, our hard to fill teaching segments are important to be competitive. And then we do recommend to continue to annually review the district compensation plan and update as needed to maintain market competitiveness. Whether that's working with TASBY or doing that internally, it's always an annual activity that should be occurring with the district. So, now we're going to have the models. You have them in front of you because it's really hard to see here. Um, but with that said, where the yellow highlights are, we wanted to show that the yellow lines are
042going to be what the state is going to be funding. Everything else is what the district would locally fund, whether that would be with some of the support staff ament or local funds accordingly. So, just know on each of these models, the yellow is actually going to be what will come through in the aotment. And just so you know that some of that money will start coming into the district September 1st based on last year's uh PES and some of those pieces and then the remainder of it will come a little bit later in the year. So, essentially, the district's not going to have to float the money to start, >> which is a good thing. >> No, no, for sure. And I just want to make sure that I share with the board that
043the money that we're going to receive from TA to provide the teachers the 8,000 or the 4,000 is based on PES, right? Every teacher is coded, every student is coded, every individual that works in the district is coded and the state know is able to link that to, you know, your social, etc., right? Uh so teachers that maybe I just want to make sure that everyone understands if they were coded as a substitute in a vacancy they TA did not get that as a teacher for that year. You know what I mean? Because they weren't coded as a teacher of record. They were as a substitute in an existing vacancy. So when we're looking at the numbers, you know, with Lyanna, with HR, we're going to be really really uh careful because we're only going
044to get the money from the state based on how they were coded on PES. And then uh the state also will be adjusting the ADA per student, right? So, uh, how much we receive for student will be increased, I want to say like $55 and that'll help us meet the salary increases for all the other individuals. Okay. So, they're going to give us a little more money. So, we I mean, will we be able to cover all of it? Well, but it'll help. >> Yes, exactly. So, there is going to be, you know, more pass through money. Um, and so, uh, what I will say is just from the districts that we're working with, and they've been like a July 1st adoption that many districts were kind of with their original plan of what they
045were thinking about, whether it's 2% 3% um, and they're adjusting accordingly for their teachers and most of those districts are providing the aotment to the teachers who are supposed to receive that and then they are using their other local money to divide across everybody else. So that's typically because we get that question a lot of what are other districts doing. Um and this is what we're seeing so far and I've been to several board conferences and I work with districts and compensation. That's pretty much what we're hearing across the state. And another thing that I'd like to share is the starting salaries for teachers this year was 54,800. We're recommending to push that up to 56 thou uh 56,400. Yes. So we are moving the starting salary as well uh based on that and even
046with our current that's uh third I guess with all the neighboring districts um that we could find. >> So you have it like I said it's really hard to see here but model one is going to be obviously what's required for teachers and librarians but this will mean a 2% for all of your other groups. two I'm sorry model two is going to be required compliance for your teacher librarians and then 3% for all other groups the model 3 is going to be the a household 2 and the other for teachers and librarians it will be 2% for administrative professional then the 75 cents per hour increase for clerical pair professional auxiliary and then model four is going to be this the standard for the teachers and librarians, 3% for administrative professional and then a
04775 cent increase per hour for clerical clerical pair professional and auxiliary. So I wanted to provide all four models so you can see uh the cost differences and those type of things. Obviously these four models are what we proposed. Um but you know within your next few workshops and discussions and all of those things um you know wherever you land Dr. will let me know and we will make adjustments accordingly. Okay. So that is basically the presentation but I am happy to answer any other questions. We can go back whatever you need. I mean and I just so everyone can understand. So let's go for example to model two or three and four. That's a page. So, uh, we would be receiving 1.7 million for the teacher retention, right? All the other adjustments, etc. But
048the district's contributions to this particular one is >> is it 469,000? >> So, it would be the 483 627 >> and then the subtotal there of the 469 657. don't have my calculator but but about 900,000 right is that about right by >> so if you take that bottom number on the total cost estimate the 2,6 sorry it's hard to see 59 290 and you subtract the 17 >> 1.7 million from that that will be what will be locally funded in this model. >> Okay. And I guess I'm looking more specifically so the board can understand the 75 cents for example. And if we do the regular one for the auxiliary the and I'll just start with 2% because that's what I have. 2% off the midpoint would cost us 451,000. If we went with
049the 75 cents it'd be 469,000. >> Yeah. So if you go into the specific group for sure. So if you go back to model one for auxiliary and if you were to give them 2% >> uh so that's slide 20 uh then you know the total cost there would be the 97844 but then if you're looking at the 75 cents it's obviously increasing every one it would be about 212 so that's on slide 22 I'm sorry page 22 >> right so it' be like double but they would get more >> oh absolutely and and like I said we even put a little few adjustments on there to alleviate compression I just wanted to share that. Yeah. Because sometimes people hear, "Oh, 75 said it doesn't seem like a lot." A lot more. >> Yes. >>
050I just want you. >> And that's covering how many employees would qualify for that 75 cent >> the 153 and the 136. >> Yes. So the clerical career professionals. >> Uhhuh. And >> the There's a lot of >> employees >> that we would be taking care of about half the district. Yeah. >> Thank you for clearing that. >> Any other questions? >> Thank you very much. >> Yes, absolutely. Thank you for having me. It was wonderful to visit this meeting. The next item that we have is just to review our staff allocations and stipens. Thank you. I know you want to stay in, but I got to drive. So >> and so I think Miss Da will be addressing these and pretty much just the the things that are different from last year. >> Uh
051good afternoon Dr. convenial madam president and board for the trustees and audience. Okay, pretty much if you look under the staffing allocations, there's not too much of a difference from last year to this year. There's only a very few which is a good thing for our district. Okay. Uh the only one you see what and you'll be looking only at the yellow, whatever is in yellow and you're going to see there's not much yellow on the staffing allocation. So the changes very very minimal. Uh the only thing you see is on the social workers where you see it'll now because the social workers were provided by a grant. They were on a grant. So now we'll be having one social worker for Nunan and Shallard, one for Debose and one at science. But we did
052already with the principles and which would provide the need. Where's the need at these campuses? And the need right now will be majority of devos in science and the principles for nunan and shallard are very aware and are we're going to work together to make it work to provide the needs and support for our students and for th that those campuses. Okay. Uh then if you just I ended up putting everything else if you see the next page. Okay. And no there's no changes there. Uh and these are for the elementary level. The next one is in the middle school staffing. The same thing. All right. No changes. Everything pretty much stays the same, which is a good thing for, like I said, for this coming year. All right. The next page, no changes. Special
053education, same thing. No changes. And then we get into the high school, the high school guidelines, same thing. It's all good. Staying the same. And you know, when I met with Miss Barton, they said it's a real good thing like you you all are on track. You're on a good pathway because we've had very minimal changes for our school district. So, uh, continue and you'll see everything. I just posted everything on there so you'll be able to see it and just keep going and that'll be it. It's pretty much the the social workers that will see the difference because it's on a grant. But like I said, we already met with the the principal and the needs. It's needed on what for the students and the campuses. Okay. The next thing I would like to
054cover is on the stipens. We did I did meet with the committee on the stipens and we had a a group of people that were involved uh that we all came together together for the stipens. Okay, let me keep going. Okay. And you'll see on these stipens, okay, the people that were involved with the stipens were like uh coach Castiano was there, Mr. Perez and medical Perez of fine arts, uh co uh Miss Kubala, Dr. Kubala, uh doc Dr. Canu there was a quite a bit of our leaders that were present and we went through line item by item and the only changes we came up with >> as a recommendation that was recommended by the committee okay and you'll be seeing it see right here okay the recommendation that was made by the committee
055was where you see the math okay math was getting 4,000 and it was proposed to go ahead and offer uh bring them down to 3,500 because of the what we have for English. English was not getting that. So now our English one and uh there at Alice High School where is teaching English one the needs that we have they're now will be getting a stipen a stipen of 3500 which is >> it's not just English one all English teachers at the high school >> all English teachers at Alice High School which is a win because they truly deserve it and we're one uh in the region that is providing this for our English teachers >> if approved if approved if approved. So that is a good thing. So now it'll be on the math, the
056science, and everybody at the the English teachers at Alice High School, right? >> And those are all the recommendations that were made by that committee. Everything else stayed the same. On the cost savings, what we had for the cost savings, we we had very few changes. Again, uh we ended up saving where the library aids at Alice High School, we saved there 23,397. The library aids at WAMS, we saved that amount. Uh technology supervisor, we saved that amount 31,347. Uh one English teacher we ended up because of the numbers of students that were there that for this coming year, that's why we it was cut down by one English teacher. uh the project director and special programs because it was a grant they were being paid out by a grant. Uh the art teachers, Shallard
057and Debose, uh those were but we're still providing the art services because we do still provide music at all our elementary levels at all our elementary campuses. Okay. So, that's a good thing. Mr. Pettis is doing a beautiful job with that. uh one social worker like I said at Nuna because it was by grant uh the one dean of instruction. Okay. And then so our total savings came out to 393023 which is good for a district for this coming year. Okay. So there wasn't too much of a change. It's good on the compensation plan. And this is what you'll be seeing is as of last year and I guarantee anybody that would say what is your starting salary for your school district and which was fantastic which was 548. This coming year we're proposing our
058starting salary to be 564 which is an increase of 1,600 which is really plus the what has been proposed. Okay. Any questions? I did I did have a question. >> Yes, ma'am. >> On the ESL and bilingual it says vary. So that's only if they have students, correct? >> Yes. Yes, ma'am. >> Yes, ma'am. >> But uh but we are we are we are considered a bilingual district or an ESL? >> An ESL. >> Yes, ESL. >> We don't have enough. Right. Exactly. Yes, ma'am. And and is there a requirement for our teachers to um be ESL or No, >> just their certification. >> Just if they have it, >> right? >> But I did want uh we're just going to go to where we have the bilingual. >> Yes. because uh in the past
059it was where you had to be the teacher of record but uh in Alice ISD not necessarily as the teacher of record the one serving >> right >> for to prepare kids for dead bus or to prepare them for their assessment and so this year we're going to go with the teacher who's actually serving the kids and preparing them >> because in high school it could be various teachers >> correct but they also just have pretty much one that works with them directly there at Dr. Vincent up. >> Dr. Vincent, we do have a couple and one is here uh who have made a big impact helping those students and so they will be getting a stiper. >> And what are we hearing about the ACE program? Are we going to be >> uh rumor
060has it right? Uh but I think the latest is that they will be covering it. Correct. Yeah. for this year or just >> Well, I mean, for us, it's going to end at the end of this year. >> End of this year. >> We were planning to reapply if it does open up. >> Open up. Yeah. >> I have a question. >> Yes, ma'am. As far as the math and science teacher stipen, I understand that we're reducing that from by $500 to accommodate and give a coach in to allow us to give the stipen for the English one all English students at the high school. >> Yes. >> And there's one at WS at WS. Okay. >> One one teacher. But my question is is why would we really do that and save $500 for
061for each math and science teacher and then not make the English and English one the $4,000 as well. If in years past we've been giving $4,000 to the math and science. I'm not really understanding that other than if that's just a monetary issue. >> It really is a multiple thing. It is the the budget. That's one because we probably will go into fund balance to try to meet the meet the budget, right? We're going to go into fund balance. But two, no longer is math and science as much in need as in the past. Okay? English is the one where we struggle to find the teachers and English teachers now need to be bilingually certified as well. So they have to go back to school and get their endorsement for that or at least challenge
062the test where no other uh content area is expected to do that. The state said eventually they will, but they haven't made that announcement and it's been a few years since the English teachers have had to get that extra certification in their, you know, they need to get bilingually or ESL certified. And like I said, the need to find the teachers, it's no longer where it used to be where we couldn't find math and science. It's the English that we're struggling with. So the question is is are we confident that we're not going to lose math and science teachers because we've reduced their stipend? That's kind of where I'm going with this. And I I appreciate, you know, opening it up and I'm looking at that. We're saving almost $400,000, which is phenomenal. And I'm
063100% supporting Dr. Dvingo's path of revamping the English program at the high school. That's something she did day one and bringing back the rigor to that program, the AP. So, I'm behind that 100%. But if we can't afford it, why don't we just keep it at 4,000 for the math, the science, and the English? Like, and I'm not saying we can afford, I just want to know, can we afford that? Is that something the board can consider? Because again, we had a great meeting. Hats off to bringing us up to possibly a B campus. And these are still the core subjects that are tested on. So I'm just inquiring if you know when we come back and we are considering action on this item if we could look at those numbers that I personally would
064like to see. >> I mean no most definitely we can look to see uh with the business office. And then again, we don't she didn't share it, but when you look at the the s uh the stipens for all the other neighboring districts, they're all at either 3,000 or 3500. No one else was at 4,000, right, >> for the math and science. But we can definitely look at it to see if you know what that would do to the budget, >> right? And I'm I'm saying that because earlier during this workshop, we saw the impact of what 75 cents can make. Okay? So that's why I'm asking like what impact is $500. >> I I'd like to add to that. Well, and I actually like seeing 3500 across the board only because well I feel
065that those teachers work very hard regardless. But when it comes to testing, you know, English one, I mean the English the reading um it it counts more heavily. they have to score higher than they do in, you know, science and math. So, >> and in this district, we've never given the English teachers >> Yeah. So, I kind of like seeing that it's it's fair, you know, and not because they all deserve to get a stipen, but I'm just saying that, you know, when it comes down to testing and you look at what they have to meet to make approaches, it's usually a higher than it is in math and science. Just, you know, not that they don't work hard either, but I'm just saying that I like seeing it kind of even, but I do
066understand Jennifer as well. But I do think that, you know, we are definitely acknowledging our our our reading teachers and so I think that's good. >> And this is not including the ones from the middle school that math and science is including >> but like to see those >> because it will be again. >> Thank you so much. >> Any other questions? We would like to see if uh on the 7th we have another uh work session that we'd like to see how then if you want to give me a direction as to which one you know you all would like to lean towards so we can start working with the business office to evaluate at least the 2% 3% or the two with the 75 or the three with the 75 give me a
067few that way I can start narrowing it down and then We can look at that for the seventh and then at least approve the comp and we can have a further discussion on the compensation plan and the stipens for the 7th and hopefully at least approve that part. Maybe not the budget because uh the 2% or 3% on the 11th, but he's a compensation plan and the stipens. And then uh we'll probably have to have a special call meeting uh before the end of August because we need to approve the budget with the and put stuff in the paper >> tax, >> right? The tax rate and all that. So, um we're going to have another two more work sessions or at least one more with another special Yeah, kind of just >> Hey, Will.
068Who's going to go first to open it up for a discussion? >> I like to see the 3% with 75 cents to see how it looks. Uh because everybody deserves what we can afford and knows are tight, but I think hopefully we can do the 3% I have a question Dr. So last year we had saving an additional $75 for health insurance. Are we >> still budgeted to do that again? Okay, good. So that's something that >> Yeah. >> You know, I'd like Miss Gram, Mr. D Reeves to know since they were part of that that that's also >> Yes. Um, previous years the district would contribute $300 uh dollars per uh employee per month. Last year we opted as a district to pay $375 a month per employee. And so that uh although the
069employees didn't see it, had they we not contributed that and the board approved that then that would have needed to come out of their salary >> to cover that because insurance last year spiked up significantly. So >> looking at keeping it or adding additional keeping it >> and have we heard back we do TRS? >> Yes ma'am. >> Um is that going up or this year or have to check. >> More than likely, yes. >> I was gonna say I heard that. >> Yes. >> On non when it says non uh teachers, it's we it's considered administration and all. >> Yes. >> So they would be going 75 cents. >> No, no, those would be 3%. >> Okay. The 3%. Okay. >> The only uh 75 cents is for your hourly employees. So >> I'm
070with Lee. I I look at the 3% for 75 cents. So >> well, just give the numbers back. >> Big I mean obviously >> if it's and then knit out the extra $25 knit that out. >> Yeah. A lot of money. >> Yeah. I mean it should help us but like she mentioned um I mean just in case um for assistant principles principles teachers are hiking up 8,000 right and so we're going to have to also and she's going to help us make those adjustments fairly. So when you say yes, the $55 additional dollars is going to cover some of it but not all of it. But we do want to look at all the options that we possibly have so we can share with you what can we afford and how much would we
071be going into the fund balance. >> Our counselors are with teachers correct? >> No. >> Okay. >> So they would be also >> two >> or two. or two. >> So that I mean and that's why I'd like to give you a couple of options. So if I look at the numbers for the 3% and 75, is there another one that you you want me to look at? >> The 3% 2% 75 >> the 2% the 3% >> right. So I think the consensus is we want to do the 75 cents, right? were reinforced. >> Reinforce >> model pre-informed to evaluate and bring back on August 7. >> But what the issue is is that we don't want I mean the TIA is great and all that, but now you have administrators saying Maybe I
072should go back into the classroom because look at all this extra money my teachers are getting and there's in some instances around the state there's actually teachers making more than administrators at their schools. So, >> and I know it's in the works, but I know that at the TIA conference they talked about >> Yeah. >> adding a T like a TIA portion for administrators, but of course that would be we would be starting at ground zero, >> right? And it'll take four or five years by the time you they get the application. What are they going to do to measure it? >> So, we're going to try to see what we can do to balance it out. But, thank you for the direction. Yes ma'am. >> That was it. Next steps. >> Yes ma'am. >>
073Okay. So that was uh item number six of the agenda. The next steps. Thank you for the discussion. And on to item number seven. It is now 107 and the budget workshop is now.