001was posted according to law. We're going to go ahead and call this meeting to order at 6 pm. If you all will please stand for the invitation and then the pledge will be given by our students from Lenny Roberts. So, please bow your head. Heavenly Father, thank you for today. Thank you for this week. Lord, thank you for um this school district just that you would have your hand over this district, Father. that you would have your guidance and just speak to us tonight as we go forward with your plan and what we're doing in this district. Thank you for all the blessings. Lord, I pray just a quick special prayer over all of those people in Kerr County and surrounding counties, Father, that um suffered tragedy last week. Uh just pray for their families
002and for comfort and for all of those helping and the responders that are still there working tirelessly. Thank you for what you're doing and please be with us this evening as we continue to move forward with face of the ice in your mind. Amen. Lenny Roberts, welcome. United States with liberty and justice for all. [Music] Thank you. All right, thank you students from Lenny Roberts. We're going to move straight into good news. Does anyone have any good news this evening? I just want to praise the school district on the summer workout program. Our fans have to enjoy getting up early in the morning and driving up there every day all day and driving back and forth through all the camp for percussion and band and it's it really is I'm being facitious but it really
003is awesome for the kids to stay engaged and to see how much our students are going to be ahead when we start in the fall. Um the 77 girls soccer program is just a phenomenal addition. Um watching the area schools come in and just watching the girls get reps in. I've had a chance to referee and volunteer up there. Uh, and so there's there's a lot of good interaction with referees and with administrators and coaches and parents are in the stands away from everything. So, perfect. Great. Um, I know our seven on seven football team advanced to stay in college this year again. So, that's amazing. Thanks for all the hours and time that goes into that. I know a lot of that has to do with being up on campus a lot more in
004the summer than typical. So, anyone have anything else? Yeah, I'd like to share a couple good things. Um we uh have a new special education um director and that is Miss Michelle G. Just want to introduce her and welcome her to team that capacity. This is superintendent of instruction, Mr. Richard right here. We're very excited about awesome people. Thanks. Welcome to the team into your new roles. Anyone else have anything else? All right, we're gonna continue with the celebration and go straight into our celebration of excellence. This evening, we're honoring Lenny Roberts students. Hello. Good evening. How are you, ma'am? We are so awesome. And I want to say it is summer and so a lot of people are on vacation and not able to be here this evening. So, I'm super excited that we
005were able to have so many kids come because this is a huge honor. Tonight we are celebrating our kids in first and second grade. They were the top achieving overall. So these students um we did the top five in reading for first and second grade and the top five in math for first and second grade. So I always like to look at this as an indicator and just can't wait to see I hope they keep going and they're the top 10 at face high school one day with Miss Boer and so I just hope they keep selling and doing as amazing as they are. So even though we have quite a few that are not here, I still want to honor them because they definitely deserve it. So, our first one that was not able
006to make it is Miss Alicia O and she's from Miss Tiffany class. Next for reading for first grade. Next for reading for first grade is Carter Price. And Carter's from Miss Hudson's class here this evening. We have Grant Rodriguez from Miss Tiffany Garcia's class. from Miss Tiffany Garcia's class Nolton from Miss Tiffany Garcia. If that doesn't speak volumes, Tiffany Garcia is one of our grow our own. Look how many of you she graduated in December, came one full time with us as a teacher in December, January. And so it's amazing to see how much they've accomplished in those few months that she had built. So great job, Miss Gia. And second graders for reading. For the top five, we have Haley Laura from Miss Flores who is not here this evening. Valdez from Miss Melind
007who's not here either. from Miss's class and she wasn't able to make it from Harvey's class from Miss Harvey's class. Those two ladies are from our second grade top five reading. We're going to move on to our math students for first grade top five. and Isaiah Bri was not able to make it from Miss Richard's class. We do have Marquez Flores from Miss Barer's class for Miss Richard was not able to make it this evening. And Killian was in Miss Schulz's class. from Miss Petros for Miss Richards, Miss Schultz, Miss Petroski. Next for second grade math, our top five, we have Mr. Bryce from that. He's not here. He's also from Miss class. Thomas also from Miss Kanan's class is from Miss Dice but was not able to make it. He's from Miss Michelle Dates
008class but was not able to make it either. [Applause] and Miss Maria Michelle D. Sorry, Michelle Dav. So, let's give them all a nice round if you have one of the students. you come get in the picture with our school board, please take one little step back. Great. Thank you. Congratulations. [Music] Thank you. Okay. Okay. Okay. [Music] All right. Thank you, Lenny Roberts. Thank you, Mrs. Wendle. We appreciate it. Always enjoy to see what's happening at the school and to be able to honor our students. All right. Moving on through the agenda. We do not have any audience with patrons this evening. So, next on our agenda is LSG. Good evening, ladies. How are you all? So, we have Kelly and with us forbations already. So if you look at your folder for last month's
009time tracker use um you can see that 30 minutes spent on LSG um and talking about the student outcome goals there were 20 minutes spent on other items which totaled for 50 minutes. So of the 30 minutes um that were spent that comes up to 60% that was spent on student outcomes and adult behavior minutes. You can see that there were four uh trustees that were present and four absent. So the attendance rate for last time was 50%. You had four consent u items and zero that were removed. So 100% there. Goals discussed were two they were on target so that's 100% and your GPS discussed and on target were 100% as well. And so now we are going to have this hour and this window come up and review the goal progress measures 1.1
0101.2 1.3 2.1 2.2 and 2.3 Good evening. Good evening. How are you? Good. How are you? I'm wonderful. I enjoyed your summer. I'm going to present to you Sherry's data on 1.1. This is our kindergarten reading data. We started our year at 28%. Uh previously we had been doing a 20% growth and then last year we adjusted and we just had we worked off of last year's numbers which our kindergarten readiness last year was 35% and so our goal was set off of that. Our um kindergarten readiness this year came in quite a bit lower at 28% and our final goal was for this year to be 56%. We did not reach that. Uh we did have a a substantial gain. Um but we only went to 50%. So um again that is a it's
011a 22% gain but because our kindergarten readiness came in much lower this year we had a work cut out for us. We didn't quite make that. Um and for do you have any questions on the reading sticking to the script here right one is for math and for our shared campus again this year we came in lower with kindergart ratings on math as well at 6% and we did meet our annual target our annual target was 30% for this year we did end up at 38% uh overall So not the numbers that we wanted to see but um you know we are still making growth. Any questions about quick question on 1.1. So that's substantial growth 28 to 50. Do you think there were any big key factors that were going into I know our
012kinder readiness is low. I know we're partnering with preks to try to get that up. When do you think we'll start seeing if that is will those students be in the district next year for kinder and then how many of those students and what do you a great question. So with our partnerships, we had um one student at one partnership and I think we had three at another. There is some mobility there because one of the families um they remain there instead of calling it Cherry because they are a microorgan. But so and then one of the others actually did be with Cherry before the end of the year. We got that one back. So, there are only a couple of those out there, but we do anticipate those pre-k students coming to Sherry. We
013have been in communication with the families. We um Miss Elsenbach, our instructional coach was phenomenal. She made at least at minimum monthly visits to the campuses that we are partnered with. Um and we did meet with the the families as well and just kind of build that relationship out. So, we do anticipate those kiddos coming to us. Um, and I do think that, you know, we saw their program and and we're working with them. It it's sound programming. They are doing a good job. Um, both of the teachers were very receptive to instruction, but also open and asking questions. How can we do this? What does this look like? What do they need? And so, I do feel like that partnership has been very valuable. Um, as far as what impacted this, our our kiddos
014that were in kindergarten, you know, I know I reported that in March about our prek situation. Um, and last year we lost all of our kinder parents. We had no support and we were having to pull when we were understaffed. We had to pull to get classes covered. And so our prek classrooms and we're understaffed because we were pulling from there. we see the error of our ways and now we just we're split classes this year because we can't we can't we actually hurt Tinder this you know the next year because of that so what what we're looking at is just our staffing situation that has improved this year um with our HQIM coming in we had to make some adjustments and part of those adjustments were resing for kindergarten because of the HQ expectation
015so I do anticipate that things are going pick up this year, but I did we did kind of see this coming um just as far as the the inability to control what's going on, you know, with that situation. And we all know that we're in a a budget shortfall and have to do what we have to do. We just want to keep it from hitting our kids and what happened is our our shortfall. It actually the consequence was is that title is picking up that extra support to help with that. Yes. So, they did some amazing things over here and and work with it. So, that we just weeded majority of our money to get some additional staff to support us so that instruction can be done. Plus, we're going into the new year with
016the HQ and really don't know a lot about what that's going to look like, but we do know that we are going to get instruction support there and so between the town center. Great. Thank you. Are there any other questions in regards to Thank you, ma'am. in mind. I'm still working on talking slower and not as fast as I promise. [Music] Anyways, good evening. Thank you for letting us be here again. Um, it's a true honor and a always to celebrate our staff and our students, but we have a lot of great things happening. Um, we have areas that we need to excel and grow on, but always, you know, I can't do it without my leadership team. We can't do it definitely without my teachers. So, I am very thankful the ones that are
017here in town were able to come and join us and I'll highlight them in just a few minutes. So, the first goal we're going to look at is our first grade goal, which is our 1.2. Um, and just kind of going over that. So, you know, we have our 20% increase that we want to meet every year. So, by looking at this for this year, um, our beginning of the year, we did begin with 28% of our students meeting or exceeding the expectations, which gave us a bold goal of 48%. Thrilled that we surpassed that goal. that first grade reading crew ended the year with 55% which is amazing. Um I also like to note that you know every single demographic and sub population had a lot of meaningful growth and success if you look
018at that. Also our African-American population they excelled by far showing the most significant progress this school year um by an incredible n 39% overall. So very very proud of all the students but also African-American and so we always want to celebrate that. Um, but when we're looking at our LSG goal for 1.2, our LSG goal for this year was to get to 40%. So again, first grade reading ka it was 55%. So it's amazing job to them. Um, it's pretty impressive that 55%. So great job first grade. [Music] Any questions about one? So I noticed that whole one as a question but I think it's relevant American community going into prek versus leaving prek going in first because you did a phenomenal job catching them up but not come doesn't seem like and the special
019education bilingual seems like we have three populations that aren't being served until they get to us and not not really technically either, but I will say because my campus starts the earliest of all three elementary, I can ask my staff to stay for after school tutorials. Whereas my staff, we get out at 3:20. Technically, they're all contracted to stay like 3:50. Whereas Miss Howard's class on campus, they don't get out till 3:40. Technically, they're not done till 4:10. It's really hard to ask teachers to stay an hour after, especially with kids in school and extracurricular. So, I will say that is an advantage to us. Um, but we are trying. weird when we have open houses scheduled. She has I mean we're doing everything. We're sending home books. We're using so much of our title
020money to put literacy in their homes, but we can't be at home to help them utilize it and everything. So, we can keep giving them all these resources and everything. But it's up to parents at some point. I know that Mr. Brooks and I have talked several times about just getting out the neighborhoods. We had both of us have bounced ideas and Allen and everything. We've talked about different things. We just haven't been able to actually get into the different neighborhoods and do we talked about doing a hot dog like getting all the campuses all five campus principal admits together you know just getting them involved but that's where it starts is you have to build that relationship some of them they still are scared of teachers they're scared of schools they might have had
021a bad experience we just have to figure out how to break that barrier yeah always bring in Mr. Robinson and everything and luckily he is African-American. So a lot of our families do relate better to him than to say that Allen's part of our ad too because sometimes if they don't trust me they do trust her. Yeah. It is but it is at time it's hard and asking teachers to stay after that late is hard. Yeah. Can I comment on that specifically that as far as reaching the community that we have worked with um Wanda Davis who is the um housing authority director and actually held an educational academic night there trying to draw in the community and we had two people show up and we were feeding them and playing games. I mean it
022is and and she has told us um how hard it is to reach the community. Uh there is a huge trust factor here. We've talked to Val Raglin at Discovering Minds. She has offered to give um gas gift cards for gas for them to come. The parents are coming and all it was was stay from 5:00 to 5:30. You're picking your kid up anyway. And she could not get them to do it. So we are having a huge issue reaching into parts of the community. Uh and we are I mean we have lots of conversations trying to brainstorm ways to do that. And how how are you trying to reach him? What vehicle are you like calls to the house? the well the event that that Sherry held over at um the community center uh
023we sent out she actually sent out for us and then we we sent out to everyone within a 10 block radius um that had kids in schools because we can we can see all that through our our Skyward system and so they were all invited which just sound for me it just sounds like communication is a problem but we're not reaching reaching a few and heard could be our parent nights. We also don't have a lot of um of participation there and I would love to sit and visit with you about ways that we can increase that because that has been one of our huge goals is to increase the uh participation. I can also suggest I would love that. Yeah, we'll work. You can find me at Cherry almost every day except for tomorrow.
024We'll work on that. I appreciate that. Thank you. our far work doing growth is showing. So we just have to find find a vehicle or elevator to travel to get the word out. Yes. Yes. And I will say I do also think I have a little bit of upper hand um than a couple of principles just being that I've been this Cummings has been here the longest as far as the principles and then um I'm after her but also just the fact that I graduated from here as well and have a lot of different involvement and everything but also we've looked into a lot of great resources just like we're talking about Mr. Robinson from Scholastic. He brings five laptops. He brings $500 worth of gift cards. He brings Frenchies chicken for all. Actually, we
025had 800 people. We had 800 people show up for this. I didn't pay a dime. I don't pay for him. I don't pay for anything. Every child goes home with at least two scholastic books. But it's just over time you have to build those connections and resources. And luckily, you know, we have been able to. Is that something that I don't know if the conversation's been had or is that something that we can offer to all and do a bigger scale or I know it's very funding. He said since he's been committed to us was the reason and everything. One year we did we did Lisa were you here yet? It was the year before Lisa came. We did invite Cherry and so we combined it but then we didn't have much turnout from Cherry.
026It was majority of us but anyways we can go back to the drawing board and keep working. I would really like to see some of the things that Mr. Brooks has talked about in the neighborhoods. I'd love to see some kind of we can do it together. All right. So moving on to 1.3. Okay. Now this is where I need the confetti guys because this team great you are has not met the goal since we started LSU. We've never met this goal. So, Miss Harvey's here representing her team today. Um and so their team um again they we did a couple things different this year, but they went from 38 to 61% for our goal. Lots to celebrate. But then also for our LSG goal, we did need to be at 62. We missed it
027by one point, but we're still going to celebrate because we were at 61 versus the 62. We're still very, very, very proud of them, their resilience. Some of the things we did different this year was I will also brag, Miss Army came to us from another district. She had taken a week of acid, kind of burned out, came, found her home, and thrive. And Mr. Brock, if you want to talk now, we're in our TIA and I've got a list. you want to brag about if this would have been our capture year where Miss Hardy would have. So we ran our numbers and it's all based on growth for CIA and the teachers fall into those categories. I'll talk about that. So Miss Harvey would have been our master teacher at very proud. So seventh
028grade, they're rocking it and everything. So, we're super excited to see where we take with this new curriculum we up here for each. Any questions about second grade? All right, moving on to our math team, our first grade math. I know a couple of our teachers are at one of our bilingual conferences. They weren't here to make it this evening, but the beginning of their data. Um, awesome. We have to celebrate their growth as they started the year at 21. They more than doubled their performance ending the year at 54%. Um again, every demographic in subpop showed improvement um with especially even our African-Americans showed 45% growth, but 1% behind on 44 was our emergent bilingual. Um and I'm going to give a lot of that kudos to Miss Barrera. She's one of our we
029only have two certified bilingual teachers even though technically we need four. Um we're always hunting. We miss Frost always has it on the job post and we're trying everything. But um Miss Bora is a huge asset to her team um and to the students. So proud of the growth that they showed. Um it's also very worth celebrating our special ed students um also in the first grade math. They had a 20% increase as well. So that kind of progress and again those kudos to the teachers and everything that they are doing. But not just the teachers. I have to make sure we give a shout out to all of our intervention teachers and also like Mr. Broccoli and all the PLC's but then also our specialist teachers. They all do intervention four days a week.
030They do intervention for reading and they do intervention for math. So, it takes a team effort to do that as well. When you're looking at the LSG goal for first grade math, um our LSG goal was set to be at 34% for this August and we exceeded that with the 54%. So, again, they mastered that goal. So, great job for this one that kind of hits hard because this is the first time that we have not met our goal in second grade math. And I'm kind of going to explain that a little bit. So, while we didn't meet our goal, we did fall short of our target. Um, but with that being said, there was still growth in all the subops from demographics. Um, but definitely wanting to spread more. We began the year with
03114%. Our team only got back to 28%. So, um, we have definitely got together. Mr. Brock and Sal and I have talked and looked at different things and just trying to refocus and get us reset. But there are some things that we know were the benefiting factors of this. One of them was we started the year with a long-term sub who was very absent. Um and so we made the decision in at Thanksgiving to move a teacher to self-contained. That teacher has never even taught. So first of all, we lost quite a bit of instruction when that long-term stuff wasn't here. And then second, when we did move that teacher self-contained, it was her first time teaching second grade math. Then we have a whole another thing, you know, going. And then I will say
032another, we had a teacher move down from fourth grade to second grade. She cares more about the she she knows what the Miss Flores needs in fourth grade and that's what she was set on. So y'all know that the MC class is the foundational skills. Miss Davis, she didn't care about she wanted to get them ready for Miss Flores's campus. And so you would see that she put a lot more emphasis and focus on that. Um that being said, we're changing our goals this next year for Matt. We are going for TIA. We are going with full implementation of the TES. Um Mr. Brock and our team leaders sat down. Um they used all the star um what's the one tool that we um we used the table that shows the frequency table that shows
033how many times the different teams were tested and literally we all sat in a room. We wrote down how many questions were in third grade. We just fire backwards. We looked at all the third grade teach and how many times it was tested and we exactly mimicked that for seventh grade. Then we did the same thing for second grade to first grade. So this upcoming year, while they will have to still do in class because it is mandated by the state for TIA and hopefully those data that I will present to y'all, we'll be looking at the actual teeth. So they're actually being better prepared for Miss Flores's campus. So um so they did not meet their 20% goal. And then when we look at their LSG goal, um they missed that one by 11%.
034Again, it's really hard to look at this because that team has been together, they worked hard and everything. Like for example, Miss Painting, she did meet her goal, but those teachers, a couple teachers that did meet their goal, and I have teachers that didn't. It's really hard for the couple that did to pull the weight of the other. So definitely some more planning, some more designs, more coaching, and just um super excited to see where this next year goes. So just looking ahead, just getting stronger and working better together. Any questions about second grade now? Again, huge kudos to my leadership team, teachers. Can't do it without them. I think the best part is, you know, it's summer time. They've already tell they alreadyed and they're already preparing for the next school year. So, um,
035great job. Okay. Um, the superintendent, do you have any reflections on things that you have heard for that part? Yeah, I mean, I think the biggest thing that I wanted to point out is, you know, even though the whole part of the initiatives to get them before they come. Even though the ones that qualify for dual enrollment are small, um that support affects everybody who's there, right? So it may not be that they're dying enrolled with us, but all the kids that are at that day are getting the benefit of that support from the campuses. So I just want to highlight that it's still that benefit is still going to be there just they may not be dying. So that's the good part about it. And if we can if more of the area is
036we get that started in the nation then we'll be able to partner with them and expand and then it's just going to take time for them to achieve that piece and be able to but I just want to point that out I am happy to be here today just tell you real quick that the energy and the enthusiasm is really exciting I shared with Kevin on the drive over I started here 30 years ago at your primary school. So very happy to be here tonight. So to keep the momentum going, we're going to look at your self evaluation tool, the integrity instrument, and reflect on how you guys feel about how you're doing with progress you're making, celebrating the successes, and even looking at future aspirations of how we can move the the needle there.
037So looking at vision and goals, the first one, the board has adopted student outcomes and goals. If you'll remember, we're going to read this from left to right. Take a few minutes to study that and let's talk about where you feel like you fall as your vision. Is there anything you'd like to focus on going forward to get you to the master level? We've done a lot of work at broadership. gone back and forth on are we there at that point we almost agreed we were and then I don't know we've done anything since in a while but good opportunity come into a new school year to start start I think that is a commonality between most boards community ownership with the start of school coming up I'm sure there's going to be opportunities for
038events and activities that you can get the word out participate share the news about longterm governance to help further So um are we good to move on to okay efficiency goal two the board has adopted goal progress measures GPMs align to each student outcome goal so again let's look at these and Okay. The number three is the board has adopted constraints on both again the board has about decisions in making progress measures or CPMs. So let's look at those. [Music] All right. So, switching from our GPMs or the goals here, let's go ahead and look at the progress and accountability starting with one, the board invest at least half of its time to improving student outcomes and that is your progress to time tracker. So, um, we don't have the past data on that, but
039I'm sure you all know 60% last month was awesome. Tony tells us we've had a couple weeks below that 50% mark enough. So where do you think we fall in? Definitely not. So progress accountability too. The board evaluates does not interfere with progress toward improved students. Don't get masters evaluation. Sometimes that's the best way to look at the chart too. Excellent systems and process assessment. The board operates in a way that allows the superintendent to accomplish the vision. With Tony's departure and not being available today, I think we're probably with I think in June 44. between three. I don't think we had I mean on average we probably had three. Some of our meetings lasted longer. I think we're probably advocacy and engagement for most Oh, we haven't. Well, we did the December town. That
040was December. So, but we get the 12 month purchase. Yeah. So final one is synergy and teamwork. The board works collaboratively and with the superintendent to lead. Oh yeah. We at least get seven. Sorry. [Music] reflecting. So as a board, have there been any kind of discussions y'all have had with the board members in attendance or just kind of going? Yes. Okay. Yeah, that's fine. I'm just making you think like if you haven't had discussions about attendance because you know that hey maybe that's somewhere we can start especially as we're moving it forward in this next school year like you know boards and just like we have the the teachers and the students super important so as to just having conversations so you're just prompt and then we'll go back. So while we're doing that,
041the discussion items going forward about whether or not Yes. So, I worked with Tony and with it was really a good point for us to engage those practices, but to move on without them. And so, but we did already establish collaboratively with principles a monitoring calendar for what we're going to be reporting when to the board. Um, and the board will make some decisions. Of course, there's a couple of, you know, a month where maybe we don't have, but then that's something that the board is used whether it's a self evaluation or whatever it is. So, we feel like it's going to be really effective. One of the other things that we talked about is that of course with the, you know, the new law, the three full business days of posting that we really
042like to maintain the practice that we have with LSG on posting the agendas and everything. Uh, you know, it's a good practice and that keeps us way out of worrying about not meeting that new expectation. So there's a number of practices that we're going to continue that are best practice. I know that the board's probably going to consider, you know, contract services with region three for the board of course so that throughout the year they can come and help us and guide us. I think Missy may be able to do that. So I think we're on a good track and it's served its purpose and and we definitely don't want to go backwards but I think we're prepared to go forward. the framework and I've had many conversations with Tony about this board in particular
043and he has said for quite some time that y'all are ready you know you're ready for the next step and that's really what LSP is supposed to be it's not supposed to be your every year constantly you know so to for that so next month looks like you'll be discussing GPMs three and four exposed with your official Any other questions for us tonight? Right. Moving right along to reports strong foundation that frameworkation. Yeah. So, uh, everybody does that and we kind of talked about this a little bit before. It's the same thing as last year we had done literacy break out and that was kind of a long r and so the next step in that process I don't know if you recall but a couple years ago I told you what what my overview
044was going to be on how we would go about this um we didn't want to do all of the grants at once and try to do literacy and math all at the same time we wanted to focus on what the district's greatest need was and really many districts. So that's why we did that first. And then so I moved kind of fast and so really actually this is you're supposed to be framing it out now. We did it all last spring. So it's done and it's right there in your board book and it's super pretty and I will tell you not only pretty but the content in fact tea uh auditor person said this is the best one that she's seen so far. [Music] Yeah. But um so the map team which is comprised of
045uh team leaders from all the campuses and instructional coaches and administrators and the whole gamut. I normally when we do a framework we have more than what nor normal districts do. I like to have as much input as I can. Um, and so they framed it out last spring and that'll be the launching pad. We're beginning to look at what do we want to focus on with vertical alignment as we go into this next year. Mr. Hi will pick that up. The uh principles, instructional coaches, facilitators have been collaborating this last year on what that's going to look like moving into this. So, this is a real launching pack. But the cool thing about this is it's all based on research based instructional strategies and the key things are conceptual understanding, problem solving, student engagement,
046a productive struggle piece is a big piece without you know not just jumping in and doing it for them but having a productive struggle where they're not destroyed but they're having to problem solve on their own and then metacognition. So it's a great framework. We're looking forward to uh that being implemented uh being at the forefront of conversations this next year. It may be a springboard uh for a high quality instruction materials math real but that's going to be conversations with that team. Um one of the things that we talked about is implementing the HQIM as heavy lift. Um if we'll get support we have it coming from region three. They'll be there every week with the teachers and PCs. They'll be internalizing those lessons with all of them. Uh but one of the things
047that you know that's a little bit different for us is that Cherry is uh you know one teacher does all of the subjects right and so when you get to Roberts you have a teacher for math and you may have a teacher for life. So if we were going to implement HQIM math next year the following year then it would be super hard for Cherry because they're still they're going to be in their second year of implementation for the ELR of that and then they're going to have to take on Matt as one teacher. So we'll they'll have conversations about is it best to let Cherry go another year with El before going K and then maybe start M one and up to allow so we don't burn our teachers out. But anyway, just a
048frame of reference for you guys and a reminder of where we're going overall with that piece. Um they will do site visits uh in the fall at uh schools that are implementing HQ map just like we did for uh the HQ so that they can see it being implemented in the classroom and then turn around and be there the same days that the region 3 coach is there doing those DLC's so that they can see what that looks like teachers and have a little reference as they start making decisions. That's it. There any questions in regards to that? Thank you for your work on that. All right, moving on to item B, the delinquent tax collection. Hello. How are you this evening? Wonderful. Happy to be here. I have a motion. Second. Any questions? All
049in favor? Motion passes. Sorry about that. I always forget that we have to make it official. Make it official. Okay. Yes, ma'am. Hello. Welcome. Thank you for having me this evening. I'm Leslley's County with pretty mod. I'm your delinquent tax attorney. Um I want to preface the report by saying these are the delinquent and I'm doing things so I can touch screen. I'm so sorry. These are the delinquent taxes only. The report is actually through 2023 only. The 2024 taxes were turned over on July 1st of this year. So, we did not have them in our system when we prepared the report. However, I've supplemented your report with a pie chart at the very end which gives you a snapshot of the liquid turnover for 2024. And you will see that the tax office did
050a great job. that they have collected almost 98% of the school district's tax levy for the 2024 tax year turning only turning over only 2.35% to to my firm to collect. So I'd like to start with that. That's the good news. The district does not have a delinquent tax problem. So just a culmination of those percentages that are turned over yearly that we're working through to collect to get the district on those those stragglers out there. But the most part your your residents are paying their taxes on about 90% of them. So that's that's the good news. So um by way of reminder, our services are at no cost to the district. We get paid what's called a collection penalty. So when you contract with us to pay to collect your delinquent taxes, we get
051paid what's called collection penalty, a statutoy that attaches to the account on July 1 of every year of the current year. So for example, for the 2024 tax year on July one, that collection penalty attached. The taxpayers received a notice in May that gave them due process or a warning that that collection penalty would attach on July 1 should their taxes still be delinquent July 1. So that's um just by way of reminder, it's very incentivizing. If we don't collect the taxes, we don't get paid. So to be incentivized question, I'm sorry. This 445,778 that was missing from that was handed over to you for this last year. Correct. Correct. What? And and what is the history on collecting all of that that you guys all? So, so I have some historical collection data at
052the end that's going to give you an idea. Yes. Yes. No worries. Great question. But I have collection data from 2020 through 2023 that kind of shows you the trends of of how how that's going through the years. Absolutely. I'm happy to answer any more questions we get there. So, first pie chart I have for you in your packet is the account breakdown chart. And that takes a bird's eye view of the delinquent role and where everything is categorized. It lets me know how to direct my staff, my my folks that are making phone calls to taxpayers that are that are doing research. And so you'll see looking at the chart that 52% of the role and and all of these charts except for that last one are through 2023 only. So this is 202
053through 2023 only. Um so you'll see the largest section at 52% is the litigation section. So this is everything in litigation from suit just being filed yesterday to ready for the the next tax sale. So everything in that whole process is in this section. um definitive action pending at 16%. So many of these are going to be your 2023 delinquencies where we have contacted contacted the taxpayers. They're in a payment agreement. Some of them are monitoring that payment agreement or it's working its way into litigation. We haven't been able to come with an agreement. We're doing research finding out if there's a lean holder contacting that lean holder or trying to work with the taxpayer. They tell me they have a closing date in a month. We know our system for follow up, that type
054of thing is in the action pending section. And after that is the deferral section and that is at 11%. Those are the tax payers that are 65 or older or have a disability and they've elected to defer the payment of their taxes on their residents homestead. If they are entitled to that deferment, they have to get that homestead exemption with the appraisal district and then file an affidate with the appraisal district for the deferment. Once the deferment is on the account, we cannot actively collect phone calls or file lawsuits for good reason. However, that taxpayer at any time may make partial payments or pay off that amount typically when they cease to use the property as their res. So, I'm going to move along to the second pie chart, which is the dollar range chart.
055This just gives me an idea of how to direct my staff. As we know, we work our role top down. So, we start with the highest delinquency so we can maximize our efforts for the district and be as effective as possible. So, really just a more of a tool for me in my office. Third chart is the tax year chart and that gives you an idea what we're going to do for each tax year. So, you'll see the 2023 taxes are at 18% after that they start to fall off. 16 and prior. There's actually very small amounts due for each of those tax year. We lump them all together for ease of reading the chart. Um some of the reasons for those older tax years are going to be your tax deferrals or properties that
056we went through the litigation process got to tax sale that was no bid. It was struck off to the district later on agenda when we're trying to get back on the roll out of the tax trust. So those are always available listed on our website when they are struggles with you guys throughout the years. So sometimes we have enough interest to get people courouses now that they're done online but trying to get people out to the courthouse to to try and purchasing them. So that's some of the reasons for those those older tax years. Now to the historic collection data for tax years 2020 through 2023. You'll see for the 2020 tax year, we're almost 85% collected uh for those. And keep in mind that those deferments and those struck off properties and all of
057those things are still included in this number, this base tax number. You'll see the initial base tax amount up at the top that was turned over to us, followed by the percentage through years showing the collection trends. For 21 we are getting close to 81% collected. a little over 71% and for 2023 we are over 54% collected what was turned over to us last July. That way we have tax documents here in Bay City once a month where we are moving along those cases that we filed and we had a tax sale this month and we're looking to have our next one in September and if you're interested in following along you can visit our website pdfsc.com it's on the front page go to the tax sale tab there you can see where there's tax
058listed on the home page you can sign up for automated email updates at the bottom of the home page and also on the tax tab the resale tab select what's a blank and information on how much appach anytime you have any questions. Yes, ma'am. Thank you. All right, moving on to item C, budget forecast. So before we get into this, we just wanted to just want to frame things out for you. The next thing will be the compensation piece, but we wanted to give you guys a good frame of reference where we believe that we're going to be at. um with whatever new revenue we have which is not very much but then also look at if we disaster doesn't pass so you guys have a good idea what's that trajectory the next two years
059and Mr. I was going to it's purely estimates everything's estimation. Yes, sir. All right. So, as Mr. said the fund balance projections with house bill 2, as a reminder where we left off last month, 2025 26 adopted budget adopted a deficit budget of 66.2 $2 million that was under current law pre taking a look at that you look at where we're at projected to be of course that's unedited for 2425 balance 4.4 $4 million you got to that and under current under current law at 1.8. So the path forward is going to be those two we're going to look at two different models one with property insurance variation and one without a lot of that is because a lot of the data still hasn't been made available by the state. They put it out there
060based on how they're going to calculate the property variation but up until this point there's nothing concrete. So you guys have heard me speak about I use Omar's service to project throughout the year just as every other school district at the state does. I actually reached out to Omar himself and he reached out and replies out very quickly mentioned it. He hasn't put that models yet because it still has made available. Uh it was just recently I think it was Friday if I'm not mistaken they to the administrator addressing CA kind of backing up some of the calculations that we're seeing in the local summary of finance template but that template is still not even monthly yet. So they are looking to put more tasc so the path forward once again as Mr. time as
061I mentioned these estimated figures shown will 100% change their estimates based on data that we have available too still being we're just taking everything we can from the legislation uh Mr. time that kind of just requires that's kind of what it's like the fund balance projections that will be shown unign balance meaning that's what's available anything that's you know tied up is going to be an assets um the state share of the revenues has increased due to estimated property value showing extreme growth 36% at 100 at the current 100k homestead exemption uh but it doesn't take into account the proposed 140,000 homestead exemption um that is expected to pass in November when it's put on the ballot which would increase the state the state share due to harmless uh the property insurance variation calculation data
062like I mentioned hasn't been made available so we're using those estimates based off casing model trying to be as conservative as we can with those um so the new revenue that the district will receive is not tied to some a lotments will speak to here in a moment which are the TR the SS and the for basic cost or the uh they were excluded because they're going to their revenue that uh already either defined statute or restricted for expenditures that are not in the collection. So those are the facts. These are the assumptions that we're used to maintain the deficit I will keep that 6.2 per year. Of course, as we see the numbers, that's going to show an indication that that is going to have to change or for the sake of just just
063keeping that model all the way throughout. That's what we're going to keep there. Uh the state and we're also assuming the state will continue funding proper insurance. Um there is, you know, examples of the state history of fun initiatives from one session to the next. So in between sessions, you know, the funding does fall off an example that would be a form of the transition. Um I think it was in 2019 that was enacted to transition districts from one model of revenue to another. Uh but at a certain point it just got to the point where I believe the state figured out that they just couldn't afford that transition grant. So some of the district some you know us being one of them uh stopped receiving funding for that pretty early on. Uh the estimate
064estimated value that we're going to use for property insurance is $1.3 million. And then the other assumption that we're going to use is that student numbers and data are going to remain constant. Attendance has been a big initiative this year when we saw the results of that. Um so you know that yielded great results for the district but we also have to take that enrollment. So the updated 2526 fun balance projection with house 2 accounted for it. Just reminder we're looking at a 1.8 that was adopted under three house bill 2. That's going to be your starting line right here at the top. black row the negative 1.8 and then I have it with the property insurance variation excluded on the left and then included on the right. So without the property insurance variation all
065we're getting from house two taking the TR the SS out house is only generating about $50,000 in new revenue. So we're expecting the state to come and bail this out. Um now the you know nice benefit of that is if we if the calculations hold up and if the data you know shows holds true then we should see um hopefully max of almost 1.3.4 million because the property insurance variation is estimated at 1.3. Um we are planning on taking disaster pennies which right now all 12 would be $3.6 million and a onetime revenue payment to the district. So 25 26 you're calculated with those figures with the properties and variation excluded is going to be 1.8 on the left and then 3.1 on the right. So we're going to look ahead 26 27 disaster go
066away and the district puts you know publishes a run and puts it in the hands of the voters to decide you know whether or not they're going to give or let the district retain those 12. So you take that previous figure we had of the 1.8 and 3.1 those over the top. We're maintaining the negative6.2 million deficit maintaining that we're going to receive that 50,000 with property insurance valuation excluded and the 1.3 almost you know 1.3 and a half uh with the property insurance variation included. We also take into account that Roman America has an estimated payment of 1.8 in its first year coming on. um the 313 agreement, then you're looking at the figures here. If the bader fails, you're insulting in both sides. You're either in the negative again, worse off than we
067were before House Bill 2 this year, or hoping to break even. So, once again, stressing the importance of the Bader deer will bring on that $3.6 million that the district can retain and continue to receive uh if the voters approve it. So, with that $3.6 $6 million brought in. Um, you're going to see either a fundamental of 1.1 or 3.7. Ultimately, this just speaks to the importance of not only the the vader, but just uh once again uh looking at it seemed adjustments need to be made of course. Uh, one thing that we talked about in previous meetings and such was uh, using this year the the disaster pinned to perhaps for an efficiency see where the district could be u more efficient in certain areas and make the adjustments necessary to start evaluating and
068bringing that deficit figure at 6.2 so that as you bring that deficit down the overall fund balance should be going up. Um I know that was pretty quick. Um but I just wanted and it's a lot of numbers but if anybody has any questions I can always jump back. Um but overall it was mostly just to show this where we're going to be now. We have some estimated revenues. We know the salary and then once again show the importance of there questioning [Music] to end up because that's an important piece decision like the bottom line is that you know the uh is going to be extremely important. It's got to pass and so if it doesn't then we're going to have you know back where we started. So that's one of the reason I wanted
069to take the time make sure that we do everything we can we can to get this pass. But I think that we look at this we'll get the property insurance you know it's going to happen. It's just what is the calculation. But the good thing is like Mr. said was that we were very hesitant to even entertain it at all. Um because EA had not released how they were going to calculate. Uh but then when they did last week, it did coincide with calculations that Casey had been using to provide us. So we're kind of good about it, but how long it lasts is uncertain. And then remember again the reason that he didn't take me to 2728 when we get to the end of 26 27 that's a whole another legislative. So that could
070be to the good or it could not. We saw this was supposed to be a big one for us and it was for the teachers that's blessing but for the district itself operating not necessary. So some things to take in consideration as you consider with this cross for a number what's the number that we're looking super if if they if 60% vote yes for committees that we should continue to generate the $3.6 million. That's the goal. Yes. Because we're going to take that with the disaster without the tax rate in August and then our goal is to keep that credit. The only way to keep it after that is we can just think about it next year. Yeah. And that's one of the things that it will and so when we met with the potential
071VA consultants that we talked about, they pointed that out, you know, initially they they were really pushing for us to do the VA because it'll be a will turn out easy easier to pinpoint that group of voters that don't really go so well. What would a campaign? Uh they sent a proposal um and it's it's about 150 to 200,000 but their track record is is great,000 and that's the property. Um, I mentioned we're showing 36% growth. Um, very skeptical of that, but if I wanted to keep in mind, I would estimate the state. I didn't want to promise the fun balance goes up from 25 26 26 27 assuming that passes. Yes, sir. Does that mean the budget become balanced at that point? Is there still falling off? just have that 1.83.1.6 disaster that's starting
072in the summary 2425 fund balance let's just say property insurance variation included on all of them we have a fund balance of 4.4 4 million. Now, okay. At the end of 2526, assuming property insurance variation and assuming we do the disaster pennies, which is extension guaranteed, right? Our fund balance falls to 31. Yes, sir. And then at the end of 2627, again in the same column, insurance variation included. So now we're on a bader passes, which is the same money as a disaster penny, right? 36. Correct. But now instead of going down one 1.3 million we go up 600. Correct. And you're going to see that's because of the estimated America. Okay. So Rome is in there. But then so we go into the all things staying the same. We go into the next year.
073We don't have that additional Rome money. Now we're back to negative again. So this thing implodes on itself unless something changes. Yes. Okay. That's one of the prime reasons that we have got to do an efficiency audit. We can't just sit. there are going to have to be changes or or it will continue to go down whether or not we get it or not. And so with the efficiency audit, the goal would be to identify what are the what the what's the biggest bang for our buck with the least effect possible to students, right? And so that's that's how we're going to go about to suggest that we go about doing it because we can sit around we can pick apart stuff all the time, but when you get somebody like KC coming in, they
074give you an efficiency audit. You can have any independent aud do do that. But with somebody who's in the school business, then they have more of a lens to be able to suggest things that may not have as great effect on on your students, your teachers. I think one of the things that keeps coming up and it's in this power is the enrollment has been declining. So, we I know the principles and the schools and advent did so much work on attendance this year and it was fantastic and you you did what you need like you proved that what you were doing was working. But how do we get those students back that are leaving to go to other districts or go how do we pull those kids back in? What is it that is
075keeping them from staying in our district? number one. And when I go out and talk to parents that do take their kids and say, "I'm taking my kid out. I'm putting them in ABC school or whatever." Most of the time it is due to behavior. And so when you start looking at behavior, I then go to what are we doing in our ISS? What are we doing in our DAP? Are those procedures and policies in those areas? Are they set and are they in force? I don't know. So, that's where I keep going back is we're going to continue to do the attendance stuff and that will continue to rise, but until we get that declining attendance back up, we're spinning our wheels. And so, what is what is the miss and principles, Mr. are
076something you all may know, but what is the what is keeping those kids from coming back to Bay City ISD? Is it education? Is it behavior? Is it We talked about all the great things that we're doing educationally and the things that we're offering. So there has to be there's a missing link somewhere that we're not that's my that's what I keep coming back to is what is that? So I would like to share that I have also just trying to CFO who speak to me. Yeah. Try to figure out you know you know pick a break and see what's going on. One of them even allow me to you know they ran our numbers on forecast. So I asked okay to school districts districts that have similar makeup easy ones to pick you know
077look at specifically are going to be districts like they're right here in our district because we did put in you know districts because of size and such like that. So districts that have us have them prepared to camp [Music] um and they're all experiencing the same loss of students. So it seems to be a trend that's not isolated a city specifically but it's it's midsize districts like ours. So neuros are seeing that same departure and we're trying to figure out okay where are they going I can't speak to where they're going you know get my hands on that data but perhaps they're going to larger metropolitan areas my question or they're going to smaller districts and I talked to a lot of them and one or two years out they're willing to come back because
078it wasn't all sunshine and rainbows over there the behavior problems exist over there just as much as they exist here they're just not broadcast to the public as these are weapons in other districts in our area. There's fights and there's all this stuff going on. The community is not beating them up over it. Pretty bad. So, and that really is the difference because you know almost 35 and kids are the same no matter what school you go to. Now, the perception is something different, but the kids and the issues that exist in those schools. So, I'm going to tell you something. You walk in to any one of our schools and and when classes are in session is quiet. It's not like you're going in and stuff just falling off the walls and that's not
079happening. That's a mis perception. Our principles and our teachers are doing an amazing job. Now we are a larger district. So by virtue we're going to have a larger percentage. which is always that good little piece that are the recurring ones. But by virtue, we're going to have more of that. But I think you're very right. In fact, I know you're the biggest thing people if they do leave, everybody's experiencing decline in that started with CO. We haven't gotten our kids back and that's a fact statewide. But um the biggest piece is is we our teachers and us and the community are our greatest enemy in how we portray our district and it's all based on hears and if somebody says something they just throw it out there and now it's already fact that I
080left because of okay we'll give you the specific incident so that we can address it that's not coming right or it does and we fix it but I think the perception is something different than what the reality you know, I really do. And it is a statewide issue. Um, enrollment everywhere. Um, and precoid numbers on attendance and enrollment. It's it's and I I don't know where they went. You know, they're either they're saying they're going home school, they're not really doing home school. You know, I don't What about what about programs for like um high schools? Reach out to dropouts. They actually go knock on doors. Find out what what can we do to bring this 16, 17, 15 year old back in the high school, right? And that's something that we actually can track
081is the lever. No, no, no, no, no, no. I mean, that is fine. I'm talking about action. We we we set up a date, we go, we knock on doors, we we talk to these parents, we talk to these students, see I mean the numbers may be strong, maybe 10, but it may be 100. So that's actually a process that the schools have to do at the in the beginning of each year and they're called leaders. So if they don't show up if they don't show back up then it's our responsibility to track where they're at. Okay. And if you can't find and what so like if a student leaves here and they go to Bite or any any public school district then that they will be put into the system and we'll be able
082to see that they're at that school district. So they don't count to drop out or anything. But anybody who doesn't we can't account for we have to go we have to track them down. The biggest is actually find them. I mean, we they do they'll go and they'll look and they'll, you know, where was the last address? Where are they? Because if we don't, then I mean, they serve as a dropout, right? And we don't we don't want dropping. We don't want that on our percentage or or anything. So, that is part of a process. I mean, when you make it in the event, I'm I'm talking to get it done. I mean, let's get out there. Let's find these kids. I mean, Let's let's locate the last location and knock on that door and
083that's and she wants me to go to the next door. I mean, it doesn't have to be uh a staff here or staff. It could be the school board, knock on doors. I mean, we we we can say and talk things out, but if we're not going to, you know, take action with it, it's just an idea, right? ideas go away when you wake up. I mean really I just like first and second grade kids, you know, once we have on our roster, let's say they attended Cherry last year and they're on our roster. Every kid that doesn't show up to meet the teacher or whatever, our teachers and our parents are calling every single one and getting an answer of where they are, if they moved or whatot. And then we don't stop there.
084Then our parent's position after that is to go to the home visits and they are Mr. They're going to the houses taking materials like there's Yeah. But I mean even first and second grade we're trying to figure out where they are before they fall. And a lot of times it's it's it's the family structure that that that's kind of going around in circles and the babies caught in that whirlpool. But we got to be the safety line to pull them out of that and get them back into the institution school. We have to formulate a plan. So in in that vein and in that lane I know we have parent leaison at every campus are every campus currently has one correct and I know we have Mr. Brooks working over kind of doing all the
085things. Mr. Brooks, is there anything in your that you're like, "Okay, if this is the one thing that we really need help on or we need this going and knocking or something to pull these students in, I know it's about we talked earlier in LSG with Marissa. It's about building the relationships to get these people to trust in our community that we really do have their best interests at heart and their kids' best interest. So, do you at this point I want to be honest with the board and everyone here. I have not researched or tracked down any that has not been something that has been coming across when I asked about it. It is just not something that we have paid a whole lot of attention to. We paid a lot of attention to
086our truency. We we're not paying attention to that legal list and that is something that I've talked with the especially my high school working on Miss Mo. We can work to try to get those kids off that 98 figure code which is you know the the drop out but it hasn't been something that we have really home and really try to get that number down right I'm not sure what our number is right now when it comes to the overall dropout percentage but that is something that I in my my past experience we have focused on because that is something that TEA eventually starts to come and start us on on having a high percentage drop. So if yes, I would love to, you know, talk with the and we can take that role home.
087Yes, we're knocking on doors now, you know, including the attendance and helping kids get to school, but we can start focusing on those students that are not enrolled anymore. If they leave Bay, there is a failure to enroll charge that could be applied to those parents if they don't take their their student to another school. And that is something that we can look at starting here when we come back in July, August. I think that kind of goes along the lines of what you're Yeah, I think the enrolling plan needs to be a little more complex than you know that there's not really one solution that's going to solve it all because you know we almost left the district when we moved here because everybody said oh you got to be over here smaller school
088size and so we started exploring that and my neighbor looked me in the eye and said you freaking crazy basically the idea is where your kids need to be they're not going to get served better anywhere else because we have this and this and this and this and this is what was pivotal in us staying in the district and me becoming a champion of the district actually joining the board to improve the messaging on on the district. And so it it comes down to messaging, it comes down to the kids leaving and why did you leave and let's get them back and it comes down to the kids dropping out. Let's get them back and it comes down to truency and let's get them in school. So I think it just we almost need an
089enrollment plan that's comprehensive that has various stakeholders inputting different data into it as maybe something we can get a committee from the board as well some of the administrative staff get teachers involved in the lesson on involved in some community staff members in I think something like that you know to try and increase our enrollment if we could I mean that does make a whole lot of sense if we were to start knocking on doors not just the leaison but campus staff board members that lets that parent know that your child is important to us. We want to provide your child with the best education possible. We understand that education training the family dynamic. So, we want you to bring your child here. Give us that opportunity not only to educate your child here in
090this building, but to get them to be a a productive citizen when they go off to college and come back to our community to pay it back. Right? I was telling the kid the other day, go get it and bring it back. Go off to college. Do all those wonderful things, but come back and help this community grow. That is something that we all should do. We all take that. Not just Mr. Town or Miss Westwood, but that needs to be all of us. Let's all get out and knock on the door and let your child is important to us. When we're sitting in that house, let's tell who is the most important person in this room. And we want to challenge you. It's you coming into our building giving us an opportunity to educate.
091That is where we want to change this dynamic. Get Bay City up to the anything else that portion of it. Well, I think it plays in because it's a big portion. I did start it all right. Any other fun balance before we move into compensation real quick? Sometimes a lot of numbers overwhelm all the numbers. [Music] All right. So as Mr. B mentioned u we obviously are discussing um compensation and house bill 2. My big focus today is really discussing compensation and what house bill 2 refers to when it comes to our employees here at the district. A little bit different than property taxes. So you can ask all you want about them. Good thing Mr. Vince is still here. All right. So before we get started and start looking at numbers, I know you'll
092have a few in front of you, but I wanted to talk to you a little bit about the overview of House Bill 2 and what the purpose of it is. So House Bill 2 implemented the teacher and support staff retention aotment. It was passed on June 4th. The House Bill 2 provides a targeted teacher retention aotment, which is referred as TRA, and the support staff retention aotment, which is SSR, to help districts retain experienced staff. The funding is not based off of enrollment or ADA. I know a lot of times when we discuss how do we get funding, it comes from that enrollment in the ADA. Instead, it's based off the qualifying personnel goals. That's important. And I included that in here so that you understood when we submit our data to the state every
093fall, we have to make sure we have everybody coded correctly. So, as long as we coded everybody correctly for a classroom teacher, we're receiving that fund from the state to be able to fund this increase for all classroom teachers. Our district does qualify under the 5,000 or fewer enrollment student provision, which is important and huge for ACISD because there were two provisions. There was a 5,000 or fewer enrollment or 5,000 and higher enrollment. Because of our district size, we are under the fewer, which is going to be a positive reflection on the next slide. So, how is the teacher retention aotment TRA dispatch determined? It applies to only classroom teachers as defined by House Bill 2. That is key because it is only classroom teachers. Um, that is another reason why we're talking today because
094we're going to give you a lot of different scenarios. But I really just wanted to start the focus on what is the TR and what is the SS so that we understand moving forward and can kind of have a clear determination on what you want to do as a board and as a district as a whole. the allotment amount for the district with 5,000 or fewer students. So, it's 4,000 per teacher with three to four years of experience, 8,000 per teacher with five or more years of experience, and 0 for teachers with zero, one or two years of experience. That is big. We're going to talk about it here in a bit, but these funds will begin September one. Um, I put September one because that is when the state is estimated to provide it.
095Um, our goal here at the district is to implement it on that first paycheck for all classroom teachers. We will work as a team to get it ready to go. Mr. Vince did share that we should receive those funds for that date and that's why I included that on the this slide here. I ask question you may not know. So this is now let's say a teacher with two years experience got nothing on September 1st 2026 they're going to have three years experience. Do they automatically move to the four or was this a one time deal like three sprints? This is where you're at and then that's it. We're gonna talk about all that. So, uh, but yes, so we've already did the determination. We've already sat down as a team. We've already rolled their
096years of experience. So, they were with us this past year as a year two. They're rolling into a year three. So, they will receive the three to four years of experience. But that is the efficiency study that we as a team and a department here is going to be working on to make sure that we're ready to go with that data. And we started pulling that back I would say in May when we were hearing this through um the legislature that they were possibly proposing it. I took my team said we're going to sit down and analyze everybody make sure that we have everybody correct. Mr. Vince, myself and his team and my team, Mr. Chris, we've all really been analyzing that to make sure we have the correct data to make sure that an
097employee truly is receiving the correct either 4,000 or 8,000. But it is a very important step. So now what is a classroom teacher under TR? This is important because as I mentioned it's how are we coding them here at the district? It's 087. So they must teach a minimum of average of four hours per day. Our district does a phenomenal job with all of our teachers teach more than four hours per day. So we are not going to have any issues on that piece as long as it's in an academic instructional setting for career technology instructional setting. Um another key piece was must be enrolled traditionally and requires an aspect certification. I wanted to highlight this piece because we do a phenomenal job here at the district with our ind district of innovation teachers. We
098have some that have done industry work and they come back and they bring a lot of success to our district. I wanted to make sure that those classroom teachers received it and obviously it does fall under that. So it does include certified and uncertified teachers. So if they do not hold an aspect certification or under the district of innovation they still will receive that placement. So that is key to our district due to the amount of DO2 that we have here and it does not include administrators or staff within the non-eing world. So as I mentioned just classroom teachers nobody else and that is strictly for the TR the teacher retention for clarify district innovation teachers. Yes. So long-term sums don't get as they just to clarify that piece they actually completely different for when
099we submit to the state. So unfortunately we wouldn't get the dollar amount from them because we so next required use of the TR funds for the 2526 year the districts must allocate funds based off the eligibility to qualify the teachers. To get back to your question, Mr. James, we're making sure that we're having everything identified, making sure that we as a team are coming in, identifying the years of service, making sure it still matches what the placement is now, moving forward, all the things that go into it. Um, we are starting in the 26 27 school year, the district must use the aotment to maintain salary increases for teachers and to adjust the base page structure accordingly. Um, you'll see here in a bit, Mr. Chris and I and Mr. Richard and Mr. Vitz and
100Mr. Bento very is not part of it. We all had to sit down and really analyze how are we going to do this moving forward to make sure we still receive the funds because ultimately we've just discussed how big of a deficit we are in right now but how are we going to continue to maintain that support and so we'll talk a little bit about that here in just a bit. So next moving into the holding go to the support staff. Did y'all have any questions for the teacher attention a lotment? This is just strictly classroom teachers. We're receiving it. We're going to get the funds. We have an estimated number. This is what we will receive from the state. And then we're going to mention the support staff retention aotment which is going to
101be a completely different category. So the support staff retention aotment uh it is intended for non-administrative staff not eligible for TRA. It applies to both full-time and part-time staff. The eligible positions include but are not limited to teachers not eligible by TR counselors, librarians, nurses, instructional aids, all of our clerical staff, food service workers, maintenance staff, bus drivers, and bus monitors. I included the full-time and part-time on there because it is key. Those bus drivers and bus monitors are part-time employees, but they do a lot of stuff here for the district. And a little bit of our food service could be considered as a part-time, but I want to make sure that those are always identified because they could fall under the support staff retention aotment. Now, the support staff aotment plus the full grants
102may be used to support early career teacher pay as well. And that's the next couple slides that we're going to discuss. So back to your first question of the zero one two that's going to start talking about that. Yeah. The question was more along the lines of when they move out of zero and they then get a full 4,000. Okay. And if they move out of the four 8,000 Yes, sir. just depending on where they're moving. But we will discuss what some other options that we've come up with just to possibly be able to continue to support our classroom teachers because I know that that is always our our focus as well supporting all classroom teachers across the board, not just a specific group like the TR is allocating unfortunately. So that slide basically lists
103all the people that so that SSR is money we're getting from support that group of people that is possibly and we're going to go through all of that here in just a bit. It's a small amount. So the strategic staff considerations for our district. Um, we're going to evaluate personnel roster to identify eligible TRA and SS recipients, adjust the pay structure to reflect the TEA guidelines, and ensure compliance because we've worked with TAS on this as well. And some legal just to make sure we're in compliance, consider sustainability of salary increases with respect to the future funding cycle, and most importantly, align the TR and the SS implementation with district goals for recruitment and retention. depending on how tonight goes. My goal is to really focus with Miss Kelly on what can we start doing
104to get some marketing potentials out there. We got to get some of these people to come. They're coming to us, but it's at a slow rate. We still have a lot of open positions um especially at I would say our early elementary if you really want to be honest. But uh I I want to make sure that we can have that opportunity to start posting that and really trying to attract some of these employees to want to come to our districts because we are receiving such a large dollar amount for the classroom teachers with the TR aotment. So now going into numbers, like I said, I wanted to just kind of give you an overview of how the House Bill two works, what all it pertains to. And so now we're going to look at
105the classroom teachers three years and above. So this is the funding that we are receiving from TR. So back on June 17th, you as a board of trustees approved our budget. We did not have a pay increase. So because of that um we had to make sure that we adjusted the pay scale to reflect where we at as a district. So you can see moving into um the the House Bill two TR the first four years. So zero, our 0, one, two, and three are staying at 50,800 that teach. We haven't had a a raise in three years. So that's why the pay scale is continuing to stay the same. Um I know sometimes we have some employees that reach out and inquire how is the pay scale structure? Did you just move it? Did
106we move up by pay step? What we do as a district is we always take the pay scale and we continue to move it up with the step. So when we first started in the 22 23 that was our first that was the last time that the district received any sort of pay increase for the midpoint. In the 23 24 school year 0 and one we're at 50,800 0 1 and two we're at 50,800. Now we're starting with 2526. Year three is at 50,800. So you're continuing to move through up through the pace. So real quick just for clarification purposes we do not do step pay we do midpoint raises correct and the reason and that's a great question I know we as a a team have discussed that the purpose of it is and
107this was something that Mr. Rick Mr. Vince may be able to speak on behalf of it as well but from my understanding and Mr. Chris's understanding is that we've never done a pay step, but the district had always received some sort of pay increase. And so I think the verbiage of pay kind of went away. I don't know when that time frame was, but I think that was where the understanding of the pay kind of was analyed. I just wanted to make sure I said do you want to add any additional that? No, no, I don't think so. But that that is clarified. Yeah. just to make sure. Absolutely. And it's a it's a common question. So we we get it asked quite a bit especially we have a large group of tenur employees. And
108I know for me personally as a teacher all my career I thought oh when I go next year that's the money I'm not but that's not the case. But I never knew any different because we always got a raise no matter what district I was at. There was always some type of raising. So that that's where it came from. This is the higher end schedule is what this is. And so that's it creates a lot of confusion. And really for me when I learned differently in this role two years ago, it took me a while to study because I just really did believe that that is not the case that it actually is. Just speak to that. Mr. Johnson was still here. We had that brought to us that you know he was here for
10920 years. He had shared that uh his 20 years there was not a big step but there was like you said probably the understand of that given that there was at least 1% when you actually go like Mr. I would say we're over zero right there 50,800 and it's zero years based on the scale for steps the starting z is 3,900 so the steps are to get them along based on state min the three to four years into consideration what I did was created I worked with task and they helped us create this new approach for the pay plan. So as of right now, our current zero, one, and two uh teachers, classroom teachers will not receive any adjustment for the house bill funded increase to a allotment. Starting at year three, anybody that's making
11050,800 right now will receive 4,000, which will bring their salary, their base salary up to 54,800. For four years, it's going to be at 51,100 plus the $4,000 will bring it up to 55,100. For five all the way to 20 plus, which that does include every employee of the district, any employee that go up to they have 50, 60, however many years of experience, as long as it's five and above, they will receive the 8,000. I say that because like I mentioned earlier, we do have a large group of veteran engineered employees here. That's great for us. We have our success here at the district is because of those teachers and the ones coming in. And I I say that because as we continue to go through some of the data that we're going to
111share today are 012 is much lower, but that's because we have a lot of staff members that come to us with many years of experience. So that's going to be a perk and hopefully a continued incentive for employees to want to stay with the district and continue to work for the district. What happens in two years if if this funding isn't there? So that's exactly why this is is laid out like this because if and and so in in meetings with superintendent and everything if we were to put this in here then now do we own this but we don't own it. It's not our funding is not coming from us but it creates the illusion that it's coming from us. We are a pastor. We're simply a pastor. And so this illustrates the way
112that she has it set up so that it's delineated here is basically the needs that higher ed right and then this is what the state's providing and that's what it equals out to. So if this the intent is for it not to go away, right? And so if it does go away, this is where we're at, right? Back to what it used to be, right? This is what ACD is providing, this is what the state is providing. As long as the state continues to provide this, it will equal this. When the state doesn't provide this, it will equal this. What does it look like on the paycheck subsidy essentially or is it part because I mean this this is happening for three years and no matter what we will make adjustments we will go to
113every classroom teacher and make the adjustment for their September 15th paycheck and they will see sorry they will see this reflection. So wherever they sit on the pay scale they will see that increase here. It's just hard not knowing because once you start making that extra $8,000 year you start living that money. So I mean if you think about it to me it would be you talk about political nightmare that goes away I would think that it would not happen but never know and those of the things that we discussed too and that was why Mr. Chris and I decided to set it up that way with Mr. because it's just like those ESA funds. What kind of nightmare did we get into with that? And wanted to be transparent with the staff as soon
114as possible because we know this is could possibly happen. So, let's go ahead and say it now. Have it understood, have it posted that way. So, if something does come back, this is where you're going to go back to depending on whatever that is. We're hoping it's not temporarily, but yes, sir. And if you want to use that word for now, there's no indication from the state that there's a plan for it to go away. And the plan is to maintain it, but you don't scared. Yes. I mean right now it's a blessing because especially for our staff so with that like Mr. Von mentioned earlier we discussed a little bit about the TRS fees. The district is required to pay the TRS portion of what we submit. So when we start looking at a
115lot of this data, you'll see over the next couple of slides, I broke it down so that we can kind of track it as we go through the next few slides. So as you can see the teacher retention a lotment cost for waiting for the state. I don't know what that dollar amount is going to be. It's going to be an estimated from the state, but I wanted to include that here. Mr. Vince mentioned the aotment uh for basic cost the ABC. He did share this number with me is that it's the 3 68,138. But again, it is estimated from the state. Per all of the classroom teachers that we took uh based off of some some numbers that we ran, we came up with an estimated number of 91,410 for the TRS cost for
116the district that could have possibly gone up with some of the numbers that Mr. Vince ran. But I at least just wanted to kind of give y'all an idea of what we're looking at. So what we did is we would take the beginning allotment for the ABCs subtracted by the TRS for the classroom teachers. We're the remaining balance is the 276 728. So right now none of this is hitting the it is not increasing the deficit. We're in the we're in the group. Now the next couple slides we're going to look at is what are we going to do with all of our other staff. Um, it's important that we we discuss today because of all staff make this district go round. I know a lot of the focuses that we discuss here at the
117district is what are we going to do to help support the classroom teachers and that was one thing that Mr. Chris, myself and Mr. Rich really wanted to analyze and identify is what can we do with those 012 and the librarians. Um, I will make it known that our librarians do fall under our teacher pay scale. Um it's not unique to every district, but it is unique to our districts because um we're much smaller districts. If you work with TASBY, a lot of times it's going to be some of your your larger districts that have, you know, 35,000 employees, thousands of employees. And so it doesn't fall under that, but because we are much smaller, our librarians do. And so I want to propose an option here for our librarian staff just to make sure
118that that is identified there. Librarians have their own certification or are they STEC certified or what? They have an certification in the classroom for four hours a day,000. That's what I'm going to ask you for here in a second. Would they want to work in the classroom before? But our hopes won't have to fall under that if we should do it for this this direction. Okay. So with the classroom teachers um our 01 uh 01 and two are currently not receiving anything from the house funding. As you can see it is late here. What I've done is worked with Cassie to create a model that where we could potentially give something to the 01 and to per the support staff aotment. So I mentioned earlier that the support staff aotment could be tied with local
119funds to give some sort of incentive or raise to our current staff. So now we're talking about the support staff aotment and possibly dipping into it to give some sort of incentive to those zero one two and larger fees. So if we were to use the um unfunded aotment adjustment which would come from the the SS we're looking at one at 50,800 we'd add 200 which would bring their base salary up to 51,000. Number two or your service two would get 400 which would bring them up to 51,200 which would give some sort of differentiation not staying at the 50,800 which we've done over the last years we worked with this yes they looked and analyzed our budget also looked at where we were at the district and proposed starting with that dollar amount like
120I mentioned Um, we do have a lot of tenure employees. So, you're probably looking here. So, this is the starting SSR aotment which I received from Mr. Vince. This is an estimated number, but this is what we would be receiving from the state. 127,958. Not a lot of money to work with, but we want to do our best to be able to provide what we can, especially to those classroom teachers and those librarians to make sure that they get the support that they need. the estimated cost for the adjustment. Like I mentioned, we don't have a lot of zero to two. We've done a a great job with retaining a lot of our teachers, but I want to make sure those librarians get part of this. And that's where a lot of our librarians are
121tendered librarians. And so they do fall under the 8,000 versus the 200 or 4000. So that's where that dollar amount comes in. So the remaining SSR a lotment and we took that number minus that we're at 114,358. I brought the remaining ABC allotment from the other slide for the classroom teacher. Like I mentioned we're at the the estimated cost for TRS because always remember you see it on every slide we have to pay the TRS portion. The estimated cost that was um that we came up with was 1,122, but that can still pull out of the ABC allotment, which is a positive for our district. And so, as of right now, if we if y'all as a board were to approve the 012 and librarians tonight, it would not be increasing the deficit because that's
122only going to come from the SSR aotment. Liarian money is passed as well from the TRS. Okay. There's only two librarian. There's one one. Okay, I see it for 136. Okay, I'm sorry. Okay, I'm following problem. If I have to stop, always ask like I shared earlier, it's a lot of lot of numbers and a lot of dates. So, now we've talked about classroom teachers. Now, I want to talk about our support staff, excluding APS and above. I say AP and above because administrators are not considered cannot be considered out of the SSR aotment. None of these aotments can have those administrators fall under it. So in order for us to start analyzing the figures, we had to start with the classroom teachers and work our way up. So the next couple slides what I'm
123going to discuss is the support staff excluding AP and above and giving y'all the percentage of a 1% midpoint for the tasking model a 2% midpoint for the tasking model and a 3%. So for this slide I'm going to go through the top part. I'm going to go through everything but the next couple slides I won't continue to bal all the numbers but just wanted to kind of give you all an idea of where I'm at. So starting back at the top, remember we're starting with the SSR aotment which was 127,958. The estimated cost for that classroom teacher one 012 and librarians is at the 13,600. That brings our remaining aotment to the 114,358 which is not increasing the deficit. If you pulled over the ABC allotment from the classroom teachers, which is specific to
124our TRS that we have to submit to the state, it started um it came with the 276,728. The TRS district cost for the classroom teacher 012 and librarians is looking at an estimate of 1,122. So that brings the remaining after taking that out for the 012 and librarians to 275606 not increasing the deficit. So now we're going to talk about support staff and the 1% midpoint based off of the tasking model. When I received this data, the clerical professionals, we're going to talk about our instructional aids, our support staff, our receptionist, registers, anybody that is here to support this fish group to make it run the way that it it runs. Our auxiliary staff is going to be Mr. Brent's team like our maintenance workers, some of our food service workers, all of our bus
125drivers, anybody that is pertaining to that department. special education, self-explanatory, self special education, just anybody like our OT's, LSSPs, speech language pathologist, anybody that falls within that department. And then estimated professionals, I had to pull this number out. I g you can see that it's more of a whole number compared to these numbers. Um I rounded it just to make it an estimate, but our professionals uh normally fall under the administrative portion. But for this data, I could not include the administrative portion on here. I had to pull that number out because of the possibility of finding it out of the SS. So I wanted to make that known here because you see more of a exact number versus the whole number here. So that brings if we took this remaining number this 114 358
126subtracted it by all of these it to a negative. So it is will get increased to deficit based off of a 1% for all these staff members excluding an 18 above. So we would be at a negative 23,91. We would then again still have to pay towards TRS, but we're fortunate that this number can always can still come out of that ABC allotment. So the 5,000 estimated 5,000 at 295 um when we subtract that by this number and we're still we are not getting the the deficit for TRS is at 2 270, 311. So now as we move into a 2%, as I mentioned earlier, I'm not going to talk about this stuff at the top, but you want me to reiterate it, please let me know. Um, but starting with clerical professionals, if we
127were to do a 2% midpoint tax model for clerical professionals, it would be 68,265. Auxiliary would be 76,643. Special education would be 35,785 and estimated professionals would be at 21,000. So with a 2% midpoint taxity, it would increase our deficit by 87,335 for just support staff plus classroom teachers 012 and librarians. That again would be the three the estimated cost to 10,591. Again, we're in the it's not hitting the not increasing the deficit because the department and then the last one is a 3% midpoint based off of the tax model. If we did a clairful professionals for the 3% we would be at 92,551. The auxiliary would be 100,000 959. Special education would be at 36,240 and the estimated professionals would be at 31,000 increasing the deficit to 156 with the estimated TRS would be
128at 15,886 which would bring the remaining ABC allotment down to 259 increasing. So this is the support staff including and above. Now moving on to administrative staff take and above. So this is every employee here at BCBISD. It's important that this is added here. Like I shared um we all make a decision have the opportunity to make a decision but all staff make this district go around. So I always want to make sure that we highlight all options to be able to make a fair decision on what is best for the district. So, I'm not going to start up at the top, but I will start with clical professionals. So, again, based off of the 1% midpoint testing model for clerical professionals, it's 46,324. Auxiliary at 1% is 54,160. Special education is 28,865. Estimated professionals
129is 11,000. So, we would be increasing the deficit for the support staff excluding AP and above. The estimated TRS cost it would be 5,295 which could pull be pulled out of the ABC aotment not increasing the deficit. Now we're including the estimated administrative professionals. This again is an estimate. All of these are estimated numbers but um I had like I mentioned to pull this group out. So with that number, we're looking at for a 1% for all 80s and above, which is um assistant principles, principles, directors, chiefs, all um all administrators or executives, chiefs that fall under that umbrella are falling under the estimated administrative professions. And we're looking at for a 1% midpoint based off the TAZ model at one at $129,65. So that brings a total increasing the deficit for all staff at
130ACISP at 153,000 $58 as an estimate for the estimated TRS for just the administrators that is at 1710 which again is still not getting um the ABC allotment due to or not getting the deficit due to the portion. the 2% I'm going to just drop down to the administrative part. We would be looking at based off of the 2% midpoint for the TAS model as 166,335. So that would bring the total deficit for increasing the deficit for all staff to 253,670 which for the TRS is at 3,42109 which again once you take it out of the ABC allotment brings it down to 261594 which is not increasing the deficit and then the administrative staff at a 3% is 173 298 for the midpoint point increasing the total cost for the deficit to 329,690 TRS that
131would be at 5,13163 which again is continuing to not hit the ABC allotment because we not getting the deficit because of the ABC. That last page will be every single employee. Yes sir. Under the 3% teachers teachers and libraries working because this is not and I have a recap here because that's a great question. So the the four the three and above they're not going to be on here because we're receiving those funds from the state. It's the passers. All of the data that is on this recap is specific to the SSR which is um the one the 127,000 958 that we would be receiving from the state plus any additional local funds that the district would have to use in order to fund any sort of incentive rates for the the mids. So starting
132from the top we have the teacher retention aotment cost. Again we're still waiting from the state. I don't know what amount it's going to be estimated, but we don't have to worry about this. All of our classroom teachers with three plus years of experience and above will receive the the increase from the state for Mr. Vince's dollars for the aotment of basic cost the ABC that's 3681 138 and that's just an estimate from the state that brings the teacher retention a lotment cost to zero. it's not going to hit not going to increase the deficit. And then the district CRS cost for all of our classroom teachers three plus and above it's zero dollars because it's not going to hit the deficit because all that we're getting from the state. Now with the SS the
133support staff retention a lotment we are estimated to receive 127,958 for a classroom teacher 012 in librarian. It would cost us nothing. So, it's not going to increase the deficit for the TRS because we can continue to use the ABC um aotment. It's continued to set at zero. Not going to increase the deficit. Once we start discussing the 1% midpoint uh incentive or raise for our support staff excluding the AP and above, a 1% is at 23,991 which would increase the deficit. at 2% and excluding AP and above is at 87,335 increasing the deficit. Support staff at 3% excluding AP and above is at 156,392 increasing the deficit. However, all of these options with the TRS is going to be at a zero cost and not increase the deficit because of that aotment. Now, one
134thing that Mr. Vince did share with me and I may have said it but I just want to make sure it's clarified is uh because it's TRS and it's supporting that for the pass through that's why we're able to use this money through the ABC right so that's that's the fig I showed you guys earlier excluding the teacher retention the loary but you expect medical insurance districts who want to I guess say Okay. Whatever the cover. So now looking at the administrative staff for the 1% just as a recap was one 129,65 which would be increasing the deficit a 2% for the administrative staff APS and above is 1635 which would increase the deficit and for and then a 3% for AP and above is 204 298 which would be increasing the deficit and that's
135just the numbers thatcl Now down here we're including both the support staff and the administrative support at 1% which be which would be 153,58 which would increase the deficit at a 2% would be 253 670 which would increase the deficit or 3% which would be a 360 690 which would increase the deficit. So with all of that, um probably wondering what what are your determinations? What are your expectations for tonight? Um what we would need from the board um in regards to the compensation piece is some motions. Um the first motion would be either to the approval of classroom 012 and library compensation which would not increase the deficit. Again, that would all come from the SSR aotment. it would bring it down to that 114. So nothing would change. The district would not be
136hitting the current deficit that we're in right now. If we move to the second option, which would be approval of support staff and administrative support at a 1%. So that's all employees here at Bay City ISD, we would be increasing the deficit to 153,56. Again, that's an estimate. Could go up, could go down. If you approved the support staff and administrative staff at a 2% that would increase the deficit to 253 670 again an estimate could go up could go down or option three which would be approval of support staff and administrative support at 3% which would increase the deficit to 360690 which is an estimate for I'll say Thank you. [Music] Well, good because it took a lot of work, but that was one thing we as a team wanted to because it is
137a lot of it's a lot of information and being able to explain it is important because I don't want y'all to have to make a decision that the compensation all of our employees to fulfill the understand. Yeah. And I think in years past trying to get the 3% raise was always cost well over a million dollars. And so we have an opportunity this year to do 360 because I haven't had this conversation. This is really my first time understanding it just now. So we do have a quick question. So the 012 and librarians So what Mr. B was sharing then correct me if I'm wrong but he asked me if food service workers were in this number and I said yes and he said there's a possibility that it could even go down because food
138service I can't take credit for that Mr. going back and forth here just brought that to more attention. Um basically because fund that these amounts that we're seeing here for the shoulder including he wouldn't be eligible but the 240 is a separate fund we adopt 24 and his group not a local deficit. So whatever we're seeing for the increase in the deficit, I can't give an exact figure right now in front of me. But um in any case, those deficit number should be smaller for sure. So this group gets a raise. Where does the raise come from? From so it's it's a separate fun weed that separate from the M is so 199 59 and we have food service and the ones they were dealing with the opposite problem of having excess fun. So kind
139of just a refresher when we adopted last month in June that does the one time you hear me say that actually negative or having a deficit budget because that's what Texas Department of. So one of the things that I just want to point out that with a 1% for everybody at 15356. At the end of this year with the disaster pennies, if we don't get the property insurance, it takes our uh our fund balance from 1849 to 169. Uh and if we do get the pennies, it takes it from 3149 down to 2996. If the next year we don't get the baiter, um it takes us from uh no property insurance with negative two 2.4 million to -2.6 million. And if we do get the insurance uh and we don't get the var takes us
140from a positive 116 down to a negative 36. So I think it's important to consider what that long range effect may be because we have to look long range. Um, I think uh that's something that we and the only reason I point that out is if we went to a 2% or a 3% that long range effect would be even greater. Um, and I don't know if you want what my recommendation is to you guys, but I'd be happy to give it to you if you want. My recommendation is that we stick with the 1%. If we do a 2% or 3% if if any of these scenarios play out, it's going to be difference is that your payroll and not making pay especially with our you know with the cash flow problems when you
141get a decrease in fund balance and it's important for everybody in here to know that your fund balance is exactly like a check if I know that I'm getting $5,000 a month that I get paid and that's all I got in my checking account but I don't get paid until the 25th but I got to pay all my bills on the 15th um and I've got more bills than what that is I don't have cash, right? But if I have $10,000 in my account, I get paid, you know, I get paid $5,000, I got 5,000 that's in there sitting there already. If I have to pay bills early, I can cover that because I've got that balance in there. That fund balance works very much in the same way. We don't we pay out on
14215 and not every month. It may be every other month or we may go three months. Then we get the payment from the state on the 25th. So the fund balance has to be healthy enough for us to be able to continue to pay out what we need to to stay afloat. So I I just offer that for consideration. So you're looking at I'm trying to you're looking at the worst case scenario if we don't is this a property insurance valuation. Is that what you're looking at? That's both. If we got it, it would still increase. But you know, like if you were 26 27 and you had the property, the insurance, right? Okay. We have property insurance,000 balance right here. Yeah. I finally got it up down to 36,000 [Music] either way. What I'm
143saying is that the higher that you go in this further situation. Correct. So I have a question about 012 and librarians. So the option for 012 and librarians that was given was in 200 for a one and 400 for a two. How does librarians fit? How does a librarian fit into that 01 and because she made it known she is a tenured employee so she would come in at a much higher than 8,000 because of the many years of experience. So do we have librarians that fall into that zero? that falls under. So really it's a classroom teacher 012 no library in that in that mix correct. No no it would have to be the library. So we have the 012 in the library and so that would so the 13,600 when we calculated the
144one and twos since there smaller numbers the 400 it was a much 5,000 plus the additional 8,000 for the librarian is what brought it up to these numbers I don't normally discuss an employee but mentioned Well, that's why I was correct because I was like where so if we do 1% pass the vader this is something that gets it pass till 26. Yeah, we're doing this. Well, we're going to try to do Well, we got to agree to do disaster pennies and it pretty much goes disaster pennies will go away. Next year, so disaster pennies will only be for a year. And how much of the disaster next year we're having this discussion? It still be unknown whether or not 3.6 based on property values, right? We still don't have validation. So when you factor
145in the sorry back and a 1% they will not be considered. I'm sorry. Let me I'll let you is there a way to consider them at that 1% because $200 and then we're turning around and giving all the other employees that are not included in this a 1% but we only gave them 200. Is there not a way to say we're doing 1% for 012? There's an option. Yes. A one year pair professional gets a raise. Well, a year teacher gets a $200 not off the actual salary. Okay. And so is that what this is on the midpoint that I don't have the answer to say yes or no right now. Um I'm sure probably uh but I don't want to be confident and say with 100% yes it was based off of that. Um,
146we're also what Taskby does, especially with that pay scale, is sees where we've been over the last couple years. And I think that's really what my representative did this past time as she took those numbers to analyze where we at, where could we potentially go and that's where we came up with the 200,000 and 8,000 not technically the local budget. They weren't sure what district received from that SS. I think part of the goal too was was to try to offset the adjustments. But does that make sense if we're giving a 1% to all and then we're only giving things in my head. If we work I don't have any numbers off the top of my head to give. I can always you know work with Mr. and get that over to y'all as soon
147as possible. Uh, and we can make that determination. I just don't have anything tonight to be able to say what that look like. Or if we just did a set number, if the board approved and said we do 1,000 or 500 and 1,000, whatever y'all felt was, you know, necessary based off of a whole number. Yeah. Okay. [Music] So what is our drop dead date on date of when this has to be? And I know I know part of it is the communication piece of it. for the baker the pennies all of that but the salary compensation piece I know we were trying to the biggest thing how it's affect is that increase in deficit because if I'm now going from right now we're only using 13,000 for that a lotment for the T for
148the SS because we're using a $200 and $400 value. So that's one to adjust all of these numbers technically because it could go up, it could go down or it's going to go up because if we did if we want what a 1% for a year one for a year two if it's 500 if it's a th00and whatever that dollar amount is it's now going to be a different number for the SS classroom 012 then I have to take it the other house that increase deficit. So like a straight 1% for 50 50,800 was 58. So the max point that probably do [Music] I don't want to say it's 50 employees. I want to say it's not a lot which is why the number and that's taking 8,000 out of it. So it's really whatever
149is 8,000. So if it was 50 employees that are in that range max,000 would be for one year and for two years talking Yes. Yes. So, if we were to say, okay, we're going to table this. What? And let's say we can post tomorrow for a meeting and have a meeting on Monday if we can get a quorum on the 21st. What does that do timelinewise? What what is hinging on this decision and usling it tonight or us making the decision tonight? If we did it in that amount of time, that was that would still fall in line with it also [Music] prepared a lot. We'll have to we'll have to submit our data back to They'll have to come in the teacher scale. It's already there on that. Yeah. And part of it is
150more also this communication with staff, right? I know we have a lot of staff that are very eager. Is what what are we going to do as a district? What can we do as a district to really support them and make sure they can get I guess my question what would the motion be? Because it just says items of business compensation. Are we approving a new budget? Are we compensation compensation plan? Okay. Yeah. Which would then feed into the budget which we would have to amend and approve later. Where do counselors and instructional coaches fall into professional estimated professional that you have title instruction. Thank you. Miss Elizabeth's department does a phenomenal job with some of those assignments, too. I mean, we don't take all that when I presented today. It's I'm not taking into
151consideration the additional funds because it's here's the dollars, let's see what we can do. So it could be a possibility of a decrease on the budget or the deficit because of those federal funds and other districts that were able to cut those staff members through. So I guess the question instead of if you guys want to postpone um what would you be able to make informed decision next week? Would you want to see what a variation would be? I think piece into it showing that um and then the 1% for all of the teachers not just one right there. Well, the only one thing is right. So I would not service. [Music] We could um and honestly regardless of the funds, we have such an absorbent club balance that it would cover it regardless. um
152whatever the raise would be if it was one, two, or 3%. If we were to take that piece out um based on the funds that we have in there already, it would cover. So, would we be able to get an estimate of what that would be for those individuals? It would be whatever they calculated on there and and if they just take that number out, um I can confirm with reading through tomorrow, see I mean it's regardless if we use these funds or not. Um me and Jordan have already been talking back and forth about getting raises for my staff anyways using that fund balance because it is allowable. So even if it was taken out completely and we were to do it separately just my staff only um you know it's still allowable. So
153how long could your fund balance sustain that? Right now indefinitely. We we've been showing positive uh growth. Um well, definitely this year we showed tremendous growth. So my fund balance actually I have more that I have to spend. So we might end up having to do a bigger negative deficit this year just from the amount that we brought in. So take on some pair of professionals. I wish you could put them in the kitchen. you try. Okay. So, what is the thought if we were to just add 508? Yes. is the M would be the max. So would you make 508 the max year but you have to go back and have all three years. So you see I mean it's not no matter what it's not going to be equal correct but it could
154be more. So if you wanted to work backwards with 5% um fun with the 1% with 508 at year two you could and then just increment that would still be at this table here on Monday. That's my first information. Are you available? You can what? Well, we need to know if we're gonna have a tonight because if we're not form, we have to make decision. Yeah, I'll be Well, I just texted Mark. I'll be here. No problem. So, we have you can So, we have a forum. So, would y'all rather table this and bring it back on Monday? Yeah. But we get the information ahead of time so I'm not here. I can just see and ask questions that might approve. So, we're going to back out service and I have stuff. it to you
155tomorrow for you to be able to share. Uh I'll start with the 508. I'll also reach out to Tasky to see if they can give me a percentage based off of that instead of the 200. And then once we get that number, it's just recalculating the figures. So you said you had to reach out. I don't have to. If y'all want to give just a dollar amount, we can give a dollar amount because my question is this is crazy. Um, but we've got other stuff to do. Yeah, I could go call somebody bring it back later. Maybe maybe maybe if you can get what that difference is going to be down and I know I keep asking you want me to reach out. You want me to reach out to the 508 for both one
156and a two? Would you guys be okay with the class 250? If you're in one year, you get halfway. two years to get full and then we'll get the food service backed out of this. So 250 for a year one and 500 or 508 and also anyone who's funded through um title one can also be backed out. So that's instructional facilitators um instructional coaches. So I think that's important to get all those people that are going to be backed out backed out so we can see a true number of 1% 2% it could be the difference between okay so let's just [Music] I think I think it would be better to say let's back everyone out that we can and then do the 500, the 250, and then reconvening on Monday for this specific piece
157on the 21st at 5. Does that work? So, how many different options would she show us? So, really what she's going to do is she's going to show us the same thing, but with a two at 500 and at a one at 250, and then with a Yeah. all of the employees that aren't paid through this backed out of it. So we can see the true number because it could be like James said a difference between us being able to give a 1% and a 2% or a 2% and 3% because we remove that true number. Yes. And Jordan I don't think anybody's interested in only this group or only that group. I think like don't break those other groups out. You can show where their funding comes from. But you can see all we'll
158table it for now and then go work on it and see if we have the numbers or Yeah, sounds good. Okay, so we're going to table item A. Thank you for all your work on that. I know it was a lot, but it's important. Thank you everybody. We're going to real quick jump to item C to discuss and consider approval of private t private tax resale on account numbers are I know we should have 48989 and R4898% Texas property code section 340. So this is one of the properties that I believe we offer for public resale a while back. And if I'm not mistaken, I know it is. Now we have a 100% offer. It's two parcels. We put them together when we file tax. We describe them together. So we have them under one
159legal description. Um we received a 100% offer. So with with that being said, we only need the school district's approval. back in the school district off the school district. Um the the offers were over $57,000. Um so everything's going to be paid all the taxes that were the lawsuit plus the post and all the cost of the lawsuit. Great. The city was also about Yes. All right. Is there a motion to be made? We need a motion private tax number R48989 and R48984 Texas property tax code section 34.05. All right, there's a motion on the table. Is there a second to the motion? All right, we have a first and a second. Any further questions? All in favor? Opposed? Motion passes 5. Thank you so much. We appreciate you. Pleasure. Thanks for having me. Yes,
160ma'am. All right. Moving back to item B, policy adoption of FD local and FM local under policy BF local. So, uh this is the UIL policy on whether or not to exclude those who are not enrolled in uh in the district for UIL activities. we that are going to adopt a policy excluding them then we have to do so and then I'm going to report that to you by the uh you may not be aware of this but the local allows you to policy in one city instead of two if you're under that's why you got local there so do we have to approve anything with the local no I just wanted to make sure local is policy provision in private school including home school should not be eligible to current enrollment in the district
161nor for participating or extracurricular activities and then there's another policy that they suggest updating in conjunction with that was our absence you all like to change Instead of unlimited absences for post district competition, they suggest wording. However, the district shall not limit district for state competition. It's just a wording change. So, um the decision point is whether or not to allow participation by homeschooling students. You do receive $1,500 for a student um for each activity that they participate in. Um So it's band and football you know each one UIL activity with their first my concern is is that if students uh given that they don't have to be participate um then I would create a a culture where some of them are not coming to school anymore or in home school as opposed to we
162have a greater record loss because of what we would get otherwise you had brought up with what you had heard from some district that some things Oh yes so I have been in contact with specifically lawart um I have a person that works in that district and I actually have it pulled up they fra they accept homeschool students into their UIL activities, but they have a framework that they do advise. So they say that you have to provide proof of residency that all homeschool students must demonstrate grade level academic proficiency on a nationally recognized program. So it's not just I'm pulling in homeschooling in willy-nilly whatever you want to do that they have to be doing a nationally recognized program and then they also have to submit grades in accordance with how Bay City is
163does grades. So if that's six week for us it's six weeks um and then they can participate in but they also the other restrictions that they have in place are you have to show up for school to that class period. So if they're coming to play football they have to be in first period or period if they're coming to do band whenever that is and they have to be in every practice and the school is not responsible for any of that transportation. Obviously the school is responsible for the transportation just like any other student to a game. Um, and that is stated in here, but they are not responsible for getting the child to from home to school for practices on a daily. We talked about this maybe a couple years ago. You know, my
164my issue with all of it is that's fine and dandy with the academics thing. But um every home student we accept takes away one of our enrolled students from that activity if it is in sense a competitive nature. You can only roster for 20. You can only have so many in a section in the band. You can only have so many, you know, on a swim, whatever it is. We're taking spots away from our enrolled students. And then my my other call has always been If our UIL and our extracurriculars are good enough, our academics are even better. So, just come along and hold. So, I'm in favor of approving this and excluding students and that's just me. You know how long do um this I believe is their second year. They just finished. I'm
165just curious. I did not. Yes. for for every one that drops out, you need four homeschoolers in curious if they had issue with that. Yeah. So, Mr. Jones has come to to share his thoughts on that. So my concern is like you know choose home school they often do it public school system and I was asked like they ask participating in sports system responsibility structure AC that's the problem that I have also the liability what sporting event you know we got district insurance for our students what if home get you know what I'm saying I got that mean for Also like I said managing eligibility comes more complex you know we got a system in the school system see who's eligible working this people how we track that also to make sure I do my
166paperwork right on those list make sure grades make sure they're eligible you know our kids you know you know some of the families here you know we don't have a big a big group of kids that I think try to home school with the kids that we got here I think majority of them will be in like they have been in the past. Um also u allowing students to use our facilities and materials to place additional strain on already limited resources we have right now. We we study cutting back on stuff and you know we give those kids option give those families the option I think it's gonna hurt us help us those kids I mean families pulling their kids out to be home to get in school in the construction environment they be safe
167get things that they need from us because you know I'm a selfish person you play football for me I want all the time it's more than just the sports me I want to change your life I think my coaches and staff and everybody cats all their when they been around those kids on a daily basis so we can go that structure like when they have problems in the classroom anybody call me over there from athletic department I go walk in class change like that just because the relationship and me and the bond that we have being around they not just practicing on I think being around it pays dividends to you know the kids that we got in this generation we don't fall to a lot of kids they don't have falls at home. They
168don't have home. We start at 5:00 in the morning. You going to blow your mind. The kids that show up to go out there every morning with us this whole summer because they commit to what we know. They know we care about bigger football any athletic expert. We trying to build that bond. You know, them being there with us means a lot to us. And I think we have an opportunity to keep the kids school. I think it's the best best interest of the kids in the future. is my success. Thank you, Mr. Further discuss it. I'm not a motion to approve as presented in vote. All right. Is there a second? Yeah, at first I was I was probably for it allowing to play, but you got a good point on just the brotherhood.
169I mean, you sisterhood that you get with teams being around each other all day. That's that's good questions or comments first. I'm very torn for the fact that when we had those people come when this was Barack was it two years ago swim team looking at the programs that is this a way to use the $1,500 and this is what I told Mr. Townson. Is this a way to use the $1,500 for a program that may not be operating in the black to get that program to operate in the black such a and I don't know I don't know the data on swim at this point but I know swim has been a struggle. We're paying out a lot of money for swim and we don't have that money to continue to pay out. So,
170is this a way to take that type of program and that's and tennis may be another one? I don't know what programs are, but is this a way to pull those programs and kind of bolster them to get them into the black if they're still operating in the red? I don't know. That's my that is my biggest I see I see your point in in just using swim. I mean, and I use swim because the parent Yeah. and they since moved on, but let's say they didn't. So, let's just say there were, I don't know, maybe four to eight kids that that were swimming that were homeschooled. I don't know that, you know, $15,000 on a $6.2 million deficit is worth, you know, bringing that in unless we can isolate it to the specific sports
171and, you know, like golf and those. I don't know if it allows us to isolate it to those. If it doesn't, then I don't know that that little bit, you know, because then you you run the risk in the other sports of of kids dropping again. I I do see your point. That's my That's my But if they're dropping and there's a requirement that they have to meet something, I would say there's a lot of a lot of standards that have to be met in order Yeah. And and I still struggle with somebody enrolled is going to be missing out. Further comments, questions. All right. There's a motion on the table to accept or to approve local FD local and FM local. Okay. So, we'll take a vote. All in favor clarification means you don't
172want home school. That means that you want the the so you the motion on the table is that the policy is read and within board. So it will be changed to that we do not accept home school students. That's what we're approving. So if you if you're voting yes then you're approving FD local and FM local as written in board book and I just put them. Okay, Mr. Eaton. Mr. T. Well, I'll come back or Mrs. Ro. Sorry, I said my last name. Okay. And myself. All right. Approved five to zero. All right. Moving on to consent agenda. Approval of minutes of Oh, I'm not reading it. Sorry. Uh, is there a motion to be made according to consent agenda? All right. Is there a second to the motion? All right. All in favor? Oh,
173any questions or anybody want anything? All right. All in favor? I oppose. Motion passes 5 to zero. All right. We will move into conven session for three items of business. Number one, Texas government code 551.076 security personnel devices or audits. The board will convene in a close session to discuss the deployment or specific occasion for implementation of security personnel or devices including matters related to school marshall programs. Number two, personal matters if necessary may be taken into close session to Texas government code 551.074 07 board deliberate the appointment employment evaluation reassignment duties discipline resignation or dismissal of a public officer employment meeting contract recommendation for campus and district level administrator teachers number three of Texas government code 551.074 professors who were considered and discuss hiring superintendent and approval of superintendent contracted close session. I make
174a motion to discuss and consider approving hire contractual personnel. Is there a second to the second? All right. Any questions, comments? All in favor? I opposed. Motion passes 40. Next item, business number two, consider and take possible action to hire a superintendent and approve the superintendent contract. Is there a motion to be made? I make a motion to take to take possible action to hire a superintendent and approve the superintendent contract. Is there a second to the motion? All right. Any other questions? We are struggling at 9:20 p.m. All right. All in favor? I opposed. Motion passes four to zero. Welcome to the team. All right. Next item. Last item. Yes. For sure. What time? 8:32 adjournment. Is there a motion to be made? [Music] All right. Uh, there's a motion to adjurnn and there's
175a second. Mr. Eaton seconded it. Real quick, please make sure you check your calendar for upcoming dates of back to school bash. So on and so forth. I don't remember the date, but it's coming up and it's on your calendar. All right. All in favor? Motion passes at 9:21. We will proceed.