001First, this meeting was posted according to law and we do have a court present. Um, we will move straight into our next item of business which is audience with patrons. Double double check. >> Okay, real quick. I just checked it. >> All right, perfect. All right, first item of business is compensation. Right. Do you have anything? I know that everything was presented in board book as well as Mr. pounds and get sent an email to us. Um, does anyone have questions? Do you have anything? I don't have anything. I was going to just provide y'all a copy of what was for, but just in case. The first copy is the numbers that y'all were requesting and then the second page is just a recap of everything we discussed the other day. So, y'all have specifics.
002>> Sounds good. Thank you for doing this work. Absolutely. I did want to add I know last time y'all did ask specifics on was it one and a two. >> Oh okay. How many year two? Okay. So we have 18 employees in year one. So I thought that was important to share in regards to those numbers. repeat. >> Yes, ma'am. We have for year one we have 18 employees and for year two we have five employees and then we pulled the food service out and federal funding and pulled out. >> Thank you for doing that. I appreciate it. Does anyone have any questions? Um need clarification? Is there any I know last week you said the recommendation >> Yeah. So I mean the recommendation you know based on the deficit would be 1% possible% more
003I would be concerned about the optics of something like% especially and so just give you that for your consideration. There any other questions or comments or is there a motion to be made? Again, once a motion is made, we can continue to confess, clarification, anything of that nature. If there are any clarification questions, those can be asked right now, but to open up full on discussion, a motion I was watching and there was a lot of conversation about somewhere in there and I think I got some clarification on it but I still would like to tell you four 1% I kept seeing the word deficit. If we do two push out we do three. So my thing is I live in a a home say a home one thing I live there. So poor means
004to me that you have a fish and you can pull it out. So If we are continuing to add to our deficit, if we decide whether to go two or three, what does that look like when the conversation is between the teachers and the communities? I know we had a lot of conversation about, oh, I can't believe they have a deficit. What is being done with the that that was doing. But where are we? If we say a two, then I know it's going to raise the deficit. If you say three, it's going to raise the deficit. Which one of those? And I'm comfortable with one. So I have to switch my wigs and say okay braids or whatever if I do those braids my other so that's way two or three. So, I need
005some clarification on uh two and what that what that's going to look like to our staff that's what kind of message are we going to send? >> Oh, okay. That was my question. >> So, if you look any one, two or 3% is going to increase our deficit. So, the back page Jordan I pulled them apart just for my adhesive. >> We have the last week's on the back, correct? And then this week's taking out those few that we took out or the two groups that we took out is what's on the first page. Correct. Okay. So, you can see a full picture of what was discussed last week and then what was what we asked to remove and what that left us with for all staff. >> Yes. And that's what I was going
006to clarify is the uh everything highlighted in red, my eyes when I see red means obviously we're continuing to increase deficit. So anything on the first page, we took everything from the last piece where it said total costs for support staff plus administrative support 1% 2% and 3%. Took those numbers and subtracted took the federal funds and the food service workers out of there. And then this is the new numbers based off of that information. [Music] >> And then they pulled those out because they're not. And so this is what we're looking at. So if we do 1% to all staff except who's getting the pass their money, it's that's what our it's increasing our deficit by 143956. If we do a 2% that's what it will do and a 3% will do that. Is
007that helpful? >> So these are last week's but we asked because some of those people could be pulled out to have those numbers pulled out because you can see there's a difference. I mean, it's $10,000 just in your 1%. It's more than I mean, it's almost 20 in your 2% and it's 61, no 59, 61, 60, sorry, something like that in your 3%. So, it made a big difference pulling those out and that was the intent, right? So, we could see truly if we gave a 3% raise or 2% raise, what is that true number going to be? because all of those last we lumped in weren't going to be paid out of that. Is that is that a correct kind of is everyone on the same page? >> I don't know if you picked
008up on that piece, but so the people that they pulled out were people that can be funded from another budget. >> So the uh the ones that food service uh they can be funded out of Mr. raise account totally. So when we say pull it out, they're still going to get whatever you guys decide. One, two, three, >> and some people that are paid by federal. Is that correct? Okay. So, sorry. >> Does the motion need to just state what percent? >> And then al all and it needs to say support staff plus administrative support. So, it's very clear on who that goes to because we we just want I just want to make sure that the motions made. a little more explanation on what how this affects favor. So, I mean really what I'm
009what I'm saying is is that if I'm a community member and you're coming to me and you're saying the school's in big trouble if we don't get your vote, it's not going to look like it does right now. So if you pass a real big raise, what does that look like for your fiscal responsibility knowing that you already negative deficit then negative funds? That's what I'm saying as far as your level. May want to balance that out when considering what we got to do because if we do not if we're not successful at 26. So, so you you're pretty much saying we're going to VA asking for a certain amount to to cover whatever the best. >> Well, it's it the pennies will generate that will get us out of the negative, but it'll still
010only give us, you know, two million. Um, so we're still going to be in a bad position. Um, and We have not decreased the deficit. We're still sitting at six plus million dollars and so we're adding to the deficit right at this point. >> 6.2 sorry I can't remember. Thank you, sir. Yeah, we're in a we're at 6. Sitting at 6.2. So, this will add dependent on what we choose. If we choose a 1%, it'll add 143. But also remember, it is not just this year. When we do, and it's not one full percent. I think we got ourselves in a pickle a couple years ago because it's 1% at the mid point. So, if we need clarification on that, I'm sure we could get some real quick. Um, but it's not a full 1%.
011So, not every staff member is going to get a 1%. Some may get a little less, some may get a little more because it's it's based on that midpoint. So, there was a lot of confusion the last time we gave a raise because we gave a I don't recall we gave a raise and we thought that that's what but it's kind of fluctuates depending on the midpoint. So, it's not a true 1% to every staff member. It's going to flux a little down or a little up. Same with 2%. Same with 3%. So I just want to make sure everybody is crystal clear on that. >> These are all estimates too. Want to make sure that that's go up, could go down, but want to make sure that that was clear. >> Is there a
012formula for that or >> for which part? >> To see who goes up other than >> this one, Frank. I'm hoping it will not go up by no means um just because we have received the the TAS models based off of that midpoint based off of the 1% 2% 3%. However, I don't look at the budget as frequently as Mr. Vince. So I always say it's an estimate just to make sure that there isn't any sort of scariness of oh why did it go to 150 instead of 143 that type of >> yeah one of the things to consider what may fluctuate is will we receive what is estimated that we're going to receive for these allotments teacher retention aotment and then the support staff retention aotment um you know anytime the state says that
013you're going to get you know you're projected to get this much Even when you look at the summary of finance that changes throughout the year projected to get this month and in fact each almost bi-weekly uh it updates. Here's what you projected. Here's your actual and that actual will fluctuate almost all the time. And so that's one of the problems with school funding is you never really know exactly what you're going to get. And that's what would cause the fluctuation would cause because if we get less of a revenue from that piece then it would be more of a hit to the deficit. I don't think it would be significant in any any way that fluctuation. So I don't think it's something that would be consideration on that. >> Now Mr. B SS what are
014they funds from? I mean you said they have a separate fun >> right. So they have their own fund balance for food service and the separate from ours and so it would come from them. We we can apply this if we wanted but we don't have to because they can sustain their own rates >> but it's received from the state and it won't affect anything that says >> correct they're completely separate right separate buckets. Yes. >> Clarifying questions or there and a motion can be amended. Sorry. A motion can be amended once it is made. But yes, there could be more discussion and we can if people have more questions, please ask the questions. I would rather y'all be overly confident and understand exactly what the pros and cons are of every aspect of it
015than us going. I think the more educated that we become in this, the better off we're going to be in the long run. So, please ask away. And nothing's a silly question. School finance is a beast and it is very confusing in the state to just continue to make it for us. >> So the midpoint is going to be a little bit different from the teacher pass through. So the pass through is they have a set number that they're receiving. They're receiving 4,000. If it's three and four year employee and then five and all the way up to however many years they've been with the district will receive 8,000. So that's not going to change. Now years of service for a support staff. So like a clerical auxiliary support professionals that's going to be based
016off of years of experience. So that's how the task generates the the midpoints based off of the market study. the market values on the district at the other and that's where and I might have misunderstood this whenever teachers have talked to me. It sounds to me like like they could get hired in with five years of experience and then and then be here for 10 years and they're still on like a pay scale of like a fiveyear person and then if somebody comes in with seven years who has half of the experiences total they are at a higher level. That's a great question. Mr. Chris and I actually had this conversation the last minute on behalf of that kind. >> Yeah. So if if the district doesn't give a raise that year and it stays
017the same, >> right? If we do a raise right now, does that catch those people up that have been here to be on the right level or >> Well, but this isn't for the teachers. And so we're talking about the teacher salary schedule, right? >> And so what you're approving doesn't have anything to do with that piece because the state is providing that. So that's not shifting at all. So unless you were to do a raise for the teacher schedule on top of what they were getting from the state, it would stay the same and that would still be true. >> So to answer your question, I think that they're asking. So I think the perception that a lot of our teachers and district uh teachers have received was say back in 2223 I'm going
018to do my best to explain it without any visualization because that's the best way for me to explain it is the district approved the 5% midpoint back in 2223 and we started with year zero at 50,800 for year one it went to 51 and something year two went to 52 and something so on and so forth. We come to 2324 the district approved. So on that pay plan the the hiring schedule and for all teachers what we had to do was freeze everybody but we moved them up. So then year zero year one we're at 15,800 and everybody could just continue to go whatever they were at that year just continue the teacher pay. Then on the 24 25 when we froze it again that's where the the first 30 years of experience why it
019was always at. So nobody ever was targeted any different than somebody else year five. So if you were year five and you were making 54,000 somebody at year five that was coming in was making 54,000. Nobody was ever making more coming in versus what they were here at the district. Okay. So, it's been two years. So, if they got hired in two years ago, they had five years of experience. Now, they have two more years of experience. If if we do not raise, are they at seven years of experience right now? And then are they still? >> So, this kind of gives an idea where the So, 324 we had this year then the 425 we had this year. So then last week when I pres on the 17th of June, >> we're now at
020four years of so whoever is adding year five right now is currently >> but what I'm wondering is if somebody got hired in right now Okay. If somebody got hired in three years ago at a Ford, are they a seven or are they still a four? >> They're still making the same way I was understanding that they got hired at this. They worked here for a long time. They were down here, but then somebody came in here and they were making more because they were stuck at this level. >> If I'm understanding your question correctly, and that's uh anytime that we have that that Mr. Chris and I said just to make sure we always want to make sure we haven't missed anything that everybody is following that path >> because the whole thing the
021whole thing >> right yeah so you're still you're still that year still making the same they were just basically telling me though that maybe they were just I don't know >> it was like >> I hired in five years but I have eight years now and somebody was hired in at six years and they're making more than me and I've got really two more years, but they were here. So, it made it sound like you got to leave and come back to get your years of service changed or something. >> That that wouldn't be the case unless you went to another district and you hit the high because there's their scale is they didn't freeze. You know what I mean? Okay. Does that make sense? Yeah. >> So, ours did that because we froze. So
022they're not So even if you have a fiveyear teacher and we froze for two years, they they're now a sevenyear teacher, but they're still getting paid at five because we didn't get any type of increase for your six and your seven. So you have a teacher that comes in that's a sixyear teacher from another from Austin ISD because their husband was transferred or their wife was transferred or whatever and they come in at a six on that scale. But because we froze and we have current teachers that were with us when we started freezing, that's how they're making. >> Does that make sense? >> That's how they're making it. >> That's how they're making that's how they're getting paid six. And this teacher that's been now seven years >> Yeah. >> is making it to
023five because we froze and they may have been a district at a district that didn't freeze. Does that make sense? But you're paying them based on what? So if we throw somebody in a if we throw somebody at a one and they've now been with us for three years, they're still getting paid at a one because we didn't give a we didn't give a 1% raise or a 2% raise. So, we just said, "Okay, now you're a two-year teacher, but you're still getting paid on your four year experience in Bay City because we froze the salary." But so from okay so if I have three years of exper if I got hired here and I have three three years total of experience and somebody else hired in with two years of experience we're making the
024same because we froze our >> but if I have seven years of experience that's not in the frozen part anymore that was >> it's all it's still a higher number right if I've been here seven years am Am I getting paid the sevenyear row on that or am I still getting paid the two-year roify years of experience from another school district of our So >> you almost want to think about it >> and so you know each year sliding down everybody moves down everybody everybody moves down so it doesn't comes in from Austin and they're 10 years we're getting paid the same And there another way that we kind of explain it too is I know that states that was a big concern and I know this president mentioned that last week the other pieces
025it was if we if we didn't increase this there was still an increase in pay and if we were in a deficit how were we going to to get out of that because it was still we would still be moving new new pay so we had the scale district. >> Right. So the teacher retention is the 4,000 and the 8,000 and that's for and above and the 01 and two we can use the support staff a lotment towards that and then all the other staff except administrators. So we >> this is everybody >> everybody right because the administrators aren't they're not included in any aotment that we've got. It's a direct hit no matter what. And even part of the support staff like counselors and all the others that what we got does I think
026it's 127,000 that we got that doesn't even cover. So once all of the aotments are completed, right, this is what it will cost the district to give a rate. One, two, three. Correct. >> Right. Until any administrator, counselor, you know, until you get a raise, you're stuck. What fun that you said one and two will come out of. If you're looking at the second sheet is the third yellow line. >> Okay. >> And we sort of made a change to that last >> to the SSR >> for the um >> for the zero. >> Yes. >> Right. Zero stayed the same. Correct. zero stays the same and then yes sir show I meant to mention that the estimated cost for adjustments on the first page that was taken in consideration upping it for the year
0271 to 250 and then year two at 500 yes sir and so it went up to 14,500 whereas before it was at 13,500 I'm sorry. 13,600. >> Correct. This is just >> for support staff. >> This is everybody for the teachers. You still have to make the motion to either to one at the approval of classroom 012 and library compensation which is not increasing the deficit or the approval of support staff and administrative support at 1% which is increasing the deficit or the approval of support staff and administrative support at 2% which is increasing the deficit or approval of support staff and the administrative support at 3%. So you need two separate motions, one for the 012 librarian and one for support staff and administrator. about to be in the space. Support, right? if >>
028they're longm >> they're not so >> we're not doing an increase on sub >> that's not that's not part of >> I think the sub is not It pulls out of a function. >> Well, it's not based on functions based on object. >> Uh it would be 6112. >> So that's where it generated that. Uh, and that it's a great question because that was uh obviously we have some of our long-term subs that do sit, but the way that the uh approval of a classroom based off of house bill 2 is based off of a code that we submit in the fall and that's the 087 cannot be classified as classif So that's where they're not additional questions. >> What is the purpose for the motion for the 012 >> approval of 012 librarians compensation?
029>> Okay. I make a motion for 012 >> there. We have a second from Trusty Robinson. Any other questions? So there zero is getting staying where it is. One is going to 250 and two going up by 500. Is that correct? Okay. Are there any other questions or comments? All right. All in favor? Motion passes. >> All right. Did we get >> sorry? >> All right. So, moving on to support staff and administrative support compensation. Is there a motion to be made or are there any other clarifying questions that need to be asked? >> Administrator's meeting But please remind yourself that Mr. Townson is on a separate >> time frame. So does not include he is a January February totally please he's on that's when we do his evaluation as well as his any compensation
030for him. So he will not that conversation will not come back to the table until January February. So I just want everybody to make sure All right. Any other questions? I'll make a motion. I make a motion for support staff and administrative support compensation to come in at 2% this year. >> Any questions? What was that? >> Support staff and administrative support is how it's listed right here. Uh support staff. So that's every AP and above for the administrative and then all other support staff that's not falling into that 012 librarian or the pass through for the state. So that they are the three or above >> and that's and these were already >> the federal um and food service were pulled out of that. So here we go. 2%. Please don't get me wrong.
031I'm always a teacher. To me, it's not going to send me straight to the hospital. I might go er because we're still in a deficit, >> right? >> And and you keep adding to that deficit. It's almost like you can't see more. I mean, I don't know what's coming through that door. So, and I know every one of our teachers are well qualified and deserve what as much as we can get, but at the same time, our thing as a board is to be oversight. And I I just I got an identity. I I just I do 1% in the hopes that something else will come along and then we can do it do later. But 2% off the top. I'm I'm just not the deficit thing bothers me. I think it's it's a deficit.
032A deficit is you can't fix it up again. It is what it is. So if we are continue to have the conversation about we're in deficit and we can't do this or we can't either we can or we can't then I want the deficit removed and show you that it's benefit but to keep adding to it is putting us in a bad situation as a school district. I am totally in agreement with 1%. I want to say to them, I appreciate you getting up everyone. I appreciate you going to take all the flack that you take from our kids. Thank God I'm in consistent. But all that y'all do is that we cannot do it without you. And I want you to understand we have to be mindful when we steady increasing our and I
033just I don't see us running with our presence because we haven't removed it. I mean our deficit is not going down >> it's getting larger. So I think that goes back to the conversation and I complet I hear what you're saying but I think this goes back to the conversation during budget season of when we were t leading up to the budget of where else can we cut and I think that there are things that can be cut. So now it's a decision of are we going to go back and fine tooth comb the budget to find the money to cut it or are we going to continue and move forward? But I think if we don't do my personal opinion of one is if we don't do something for our our support staff and
034our administrative support, what is that telling them? I I I understand that our budget is continually our deficit is continually growing and it's not going smaller. But at what point do we say, "Okay, guys, we're at a breaking point of we've cut our teacher, we've increased our class sizes, we've cut our paras, we've all the things that we've discussed over the years. The next thing to cut is programs." So we as a board can say, "Okay, what programs are we going to cut to get to that point to where we're sliding down and our deficit?" But I don't think and I understand two 2% 1% 3% and yes it's adding to our deficit but I think if we don't have people in those positions then >> and like I said I understand >> and so
035I every seat in the school all over the district and I know that we cannot do it without our state. I know we can. Yeah, >> we can't do it. It don't matter how many kids in MSC and if we don't have our staff in place. So, I want the staff to understand especially from my point. I see you. I hear you. And and these meetings I would be at at a meeting and I would say to you, you know, I deserve a three. You just don't know what I did with little Johnny every day. You don't understand. Yes, I do understand. But I need y'all to understand, we cannot continue to add to our deficit. We have to be we're going to be held accountable at the end of the day. So I want
036you to know that we appreciate you. 1% I know. I get it. I get all that been there done that. I know that. But I don't think people been miss that we couldn't stretch it and give you more. Am I right or wrong? We have never been in a deficit like we are now. So in my opinion, and I'm just one. I'm seven. So, I just have to say what I have to say and I hope you take it the right way. And I don't want you to go out there and say, "Priscilla Robinson is there 40 years and I can't believe that she said it's not because I don't I just know we are pushing it. We are pushing it. We are pushing it. And even with the biggest band, I don't think I'm
037ready for this. So that that's my take. I I save 1% and I will pray for that something happens and we can come later and say we gave you 1% and look we can do this for like I said that's just my opinion >> you're saying 1% with the understanding from the uh support staff You know this group >> this is all we have this what's available >> we can say >> being comfortable saying >> I mean I'm on the boat where I'm more at two or three just because there are cuts we could make. I mean there we have discussed other things before and I don't feel like we're doing due diligence to our staff if we don't look at deeper in some areas. I'm not saying staff but programs different things but I
038don't I don't feel like I feel like they should be there just like a teacher in a classroom. takes all of them to make sure >> and I will say it's not a beautiful scenario on either side of the coin a 1% a 2% a 3% versus what the state is passing through and it's unfortunate that we've been put in this position for this time and it's unfortunate that our deficit is what it is because of years of kicking the can down the road and the can is so heavy at this point that it can't be kicked any further. Like there's no picking it up and throwing it. And that's what's been happening for year upon year upon year. Way before anyone that's sitting at this table was in this room. Maybe even people sitting
039in the audience. I don't know. But it is this is a problem that has been years in the making to get to the deficit that we are. I'm not saying that it's okay. I'm not saying any of that. It's not okay. And I think we do have to do a deeper dive. And there are things that probably need to be cut and it's not just going to be across the board. Everybody gets cut the same because we are at a point where we have to decide what are we in the business to do. And I understand that's chasing the tail because a lot of our programs feed our students and they come to school because of the programs. But at one some point we have to have the honest and hard conversation of what are
040we in the business to do. We need to educate these kids so we can launch them when they graduate from Bay City High School to be successful citizens. And yes, I'm not saying get rid of every program. I'm not saying that. I'm not saying cut every program to be zero. But I think there needs to be a look at that because really that's where that's all we have left to look at. Unless I'm mistaken, please correct anything that I'm saying. But in my that's my one again position is we have to start looking and doing deeper dives into more things than what we have to try to lessen our deficit. But if we're going to take that, in my opinion, if we're going to take that out on our support staff, administrative support staff, then
041are they going to stay with us? I don't know. I don't know. And that's where I go back to the 2% is yeah, it's 234, the 570, but I I don't know. A 1% is not even going to cover their increase in insurance. So, if we do it to a 2% that may cover their increase. I don't I don't know because I don't I don't see the numbers every day, but I I it's a rock in a hard place. And we all sit in these seats in a rock in a hard place and we do it because we care. And so, I hope that that is also what people hear is that we don't sit up here because we want to wear the hat. sit up here doesn't truly care and these conversations are hard
042but we are here because the can has been kicked for so long that we cannot kick the can any well I will say that that goes in line with what you have planned because we are going to do an efficiency audit this fall and so we will identify the least effect for our at least effect on the student outcome as we possibly can. So that's partic of it. We've done apartments, right? Have you done building type stuff in the past? >> Not that I'm aware of, not in my time here. >> Okay. >> Um, so an efficiency audit is done uh when you're needing to pass a baiter. That's one of the requirements. So you have to select an efficiency auditor by July 5th prior to the November election. So that's one of the requirements
043that's waved right now because of barrel, but since we're going with the disaster pennies, it'll be a requirement in the in the following year. Um, the objective, if I'm not wrong, please correct me if I'm wrong, Mr. Johnson, but the objective is do an efficiency audit this year, see where you can get efficient throughout the year so that when you do one and that one won't be that won't meet the set uh the requirement for the November 2026 election, but at least lets you know where you can improve throughout the year where you can make those cuts. Um and we don't know what's going to come back on that. Um to be quite honest, speaking to you know peers and stuff programs is is mentioned. Um, the other big piece and as I've shown, you
044know, in the two years that I that I've had the opportunity to present the budget, the bulk of the budget is made up in salaries. So, the efficiency audit will illuminate salaries in areas where there may need to be cuts. That's just me being transparent. Um, because that is where the bulk of your budget's going to be. Um, and that's where it is speaking to people in the region center. That's what they tell them. So, uh, that's not a recommendation. That's just information that's being passed along. Um, but an efficiency audit will kind of look to help you identify those areas and like Mr. Townson's saying, it's going to help you identify areas that you're able to make those cuts, become more efficient as a district in in a way that um minimizes the impact
045to the to the education of our students. So ultimately, um, that's the goal for doing one in 2526. you'll have to select an efficiency auditor to run an an efficiency audit in July and August of uh summer 2026 to meet the requirement to for Vader in November 2026. But at that point uh once you have the audit, you have to publish the findings to the public uh before the election. So the the hopes of doing one this year is that you find where you can become efficient, make those cuts and with the time that the you know that you buy with the disaster pennies uh show where you you know did your due diligence and try to really see where the deep dive could be done. Um because that's what those folks specialize in. Um
046but ultimately yeah that's the goal if I'm not mistaken. Well, the other piece of that is too is we sit there we don't do the efficiency audit this year an opportunity of a year of possible savings which could be the deficit and our fun. So um you know that's why my recommendation is that we do that as soon as possible beginning of the fall so we can identify those areas and try to offset the deficit here this year u instead of waiting until the following year. and it gives us an opportunity to have conversations going in to uh the summer to be able to make adjustments uh needed for the following year instead of being a year behind. So that's that's it's the best option for us right now to do that instead of sitting
047here and just guessing on where we need to cut. Let's let's be present about it and make sure the right thing. questions, comments. All right. So, there is a question on the table for support staff and administrative support um for a 2% compensation raise. Is there anything? All in favor? Opposed? So the motion passes five to one 2% to support staff and administrative support. Great. Thank you all for the work on that for what you're doing. I truly truly hope that you know that we all truly deeply care about each of you. Um and there's not a good situation. So I hope that that comes across that every single person sitting at this table truly cares about y'all want you in this district because you're valuable asset to this district. All right, moving to our
048consent agenda. Is there anything be taken off the consent agenda. Is there a motion to be made? >> All right, we have a second to the motion. >> All right, any questions, comments? All in favor? Opposed? Motion passes six to zero. All right, we do not have any personnel this evening, so we will move straight to adjournment. Is there a motion to be made? All right, we have a first and then Mark first and second. Any other comments, questions? All in favor? Will this meeting at 6 52?